摘要
为探究教师职前培养机构层次和区位定位对其质量评价差异性的影响,在经验分析和质量分层策略的基础上,构建教师职前培养质量评价模型SMTCI-G(通用)及其分层模型SMTCI-U(大学)和模型SMTCI-C(学院)。差异性研究表明,我国教师职前培养机构层次划分在"支持质量"、"核心质量"和"特色质量"三个层面上的源动力系统、路径系统、效应强弱均各有特点;我国教师职前培养质量评价应确立"品质优先、特色发展"改革思路,根据培养机构的不同层次、区位定位,分别构建质量标准和监控体系。
A three-dimensional quality evaluation model SMTCI-G （General） which classified as ＂Support Quality Standards＂, ＂Core Quality Standards＂ and ＂Typical Quality Standards＂ is built for pre-service teacher edu- cation in China by a positioning and differentiation analysis. Based on the quality layered strategy and the comparing research, the quality evaluation system has even two models by their position. On the basis of interviews and empirical research, through structural equation modeling and path analysis, model SMTCI-U （Universities） and model SMT- CI-C （Colleges） have differences between their power source, path system and effect coefficient. As the different positioning strategy, the different quality evaluation of preservice teacher education should be constructed and the rational ideals such as＂quality priority, characteristic development＂ and scientific monitoring measures should be taken to the current reform for the normal students＇ future.
出处
《现代教育管理》
CSSCI
北大核心
2015年第8期56-63,共8页
Modern Education Management
基金
教育部人文社会科学青年项目"教师教育职前培养质量标准化评价模型研究"(12YJC880153)
关键词
教师职前培养
质量评价
结构模型
层次定位
差异性
pre-service teacher education
quality evaluation
structural model
position
differences
