摘要
在“政策推动、实践探索、理论建构”等多重动力推进下,美国非常注重教师领导力的发展。相关政策目的旨在拓展教师领导角色,提供多样领导机会,提升教师领导力;实践探索侧重于以教师领导的有效实践促进学校变革。在教师领导角色的发展面临实践困境,并需要实践突破和理论升华时,出现了不同的理论观点和解释。其中,分布式领导理论为美国教师领导力发展提供了重要的理论依据。美国各地区注重为教师领导力发展提供系统化的支持,是一种支持取向的教师领导力发展模式,而不是问责取向的模式。主要措施包括设置教师职业发展路径以支持教师领导力的形成、以校长领导力支持教师领导力发展、通过教师领导力培训支持教师领导素养的提升、建立基于教师领导的专业发展活动,以及将教师领导力纳入评价体系提供评价支持。美国教师领导力发展的支持取向特征表现为:注重从教师到领导者的身份转变、校长角色由权威转向促进、教师的职业路径由单一转向平行发展,教师的专业学习由孤立转向协作,在支持与问责的发展取向上更注重支持性。借鉴美国教师领导力发展的支持性举措和经验,我国应通过设岗定责,建立多通道的教师领导职业路径;注重赋权予教师,建立教师领导者共同体;通过多方支持,加强教师领导力培养,寻求我国教师领导力提升的创新路径。
The development of teacher leadership in the United States is promoted under multiple driving forces, including policy promotion, practical exploration, and theoretical construction. The policy purpose is to extend teacher leadership roles, provide diverse leadership opportunities, and improve teacher leadership quality. The practical exploration is to promote school reform with the effective practice of teacher leadership. When the development of teacher leadership roles faces practical difficulties and requires practical breakthroughs and theoretical sublimation, different theoretical viewpoints and explanations emerge. Among them,the distributed leadership theory provides an important theoretical basis for the development of teacher leadership in the United States. Various regions in the United States focus on providing systematic support for teacher leadership development. It is a support-oriented model of teacher leadership development, rather than an accountability-oriented model. The systematic support mainly includes setting teacher career development paths to support the formation of teacher leadership, supporting teacher leadership development through principal leadership, supporting the improvement of teacher leadership competence through teacher leadership training,establishing professional development activities based on teacher leadership, and incorporating teacher leadership into the evaluation system to provide evaluation support. The characteristics of support-orientated model of teacher leadership development in the United States are as follows: paying attention to the teacher leader identity transformation, switching the role of principals in teacher leadership practice from authority to facilitator, broaden teacher career path from single path to parallel systems, promoting more collaborative teacher professional learning, and providing support instead of accountability in the development of teacher leadership. Drawing on the supportive measures and experience of teacher leadership development in the United States, we could establish a multi-channeled teacher leadership career path by setting positions and responsibilities, empowering teachers and building a community of leaders, and strengthening teacher leadership through multi-party support, so as to seek innovative paths for the improvement of teacher leadership in China.
作者
魏晓宇
程晋宽
WEI Xiaoyu;CHENG Jinkuan(School of Education Science,Nanjing Normal University,Nanjing 210097,China)
出处
《比较教育学报》
CSSCI
北大核心
2022年第4期98-116,共19页
Journal of Comparative Education
基金
2020年教育部哲学社会科学研究重大课题攻关项目“教育高质量发展评价指标体系研究”(项目编号:20JZD053)。
关键词
美国教师领导力
教师领导力发展
支持取向
American teacher leadership
teacher leadership development
supportive orientation
