This study addresses the issue of role ambiguity in home-school cooperation, exploring the dual mediating effects of teachers’ expectations and perceptions, as well as the moderating mechanism of school support. Based on a sample of teachers from multiple regions and types of schools in China, data were collected using a self-developed multidimensional Likert scale, and tested using serial mediation analysis and Bayesian structural equation modeling. The results indicate that teachers’ expectations (β = 0.416***) and perceptions (β = 0.382***) form a significant chained mediation path, explaining 56.9% of the total effect; school support exhibits an asymmetric moderating effect, with policy integrity linearly enhancing the expectation path, while resource investment needs to exceed a threshold (3.82) to activate the perception path. The study finds that the synergy between institutional support and teachers’ psychological mechanisms plays a decisive role in defining role boundaries, providing a “preset-dynamic” dual-path theoretical framework for home-school collaboration. However, future research needs to incorporate a multi-subject perspective to deepen the investigation.

After entering the 21st century, a series of standards have been developed to build a standards-based quality assurance system for teacher education in China. The building of quality assurance system for teacher education has made some achievements, but it also faces some problem. At present, the building of high-quality teacher education system has been determined as the most important task in the reform and development of teacher education in China. This requires us to improve the quality assurance system for high-quality teacher education on the basis of reflecting on the existing system building. Based on documentary analysis the paper examines the building process and compositions of the standards-based quality assurance system for teacher education in China, and analyzes the problems and challenges of the existing system and puts forward some suggestions on building a quality assurance system for teacher education based on development-oriented teacher professional standards.

世纪之交以来,教师教育改革、教师教育模式、教师教育质量保障和教师教育思想与理论方面的研究成果突出,但公平视角下的教师教育国际比较研究基础薄弱,在教师教育如何应对新课题、职业学校教师教育等方面的研究尚显不足.教师教育国际比较的未来发展需重视对教师终身学习的支持服务体系建设的重心把握,正视标准在教师教育质量保障中的作用.比较教育学在实现其科学维度的目的之同时,也需要服务中国教育的发展,强化解决"中国问题"的意识;强化社会科学研究方法意识;推进比较视野下的国别教育研究.

了解学生需要什么样的教师对于建构教师素养框架、制定教师专业标准具有重要的参考价值.以"新时代中国教师素养理论模型"为框架,调查了解学生视角下教师需要具备什么样的素养,研究发现:学生认同教师需要具备七大素养,且认为自我素养和功能素养是最关键的素养,功能素养中"全人教育"素养更重要.小学、初中、高中三个学段学生对于七大素养重要性的看法存在差异,学段越低的学生看法越"感性",更重视教师的自我素养和社会素养,也更重视"育人素养";学段越高的学生越"理性",更重视认知素养,也更重视"教书素养".建议可以将"新时代中国教师素养理论模型"作为教师专业标准修订的基础;教师专业标准内容应凸显对教师自我素养与功能素养的要求,且要考虑不同学段学生需求的差异.

Teachers' professional learning in the workplace is of great interest, for it is believed to positively impact the quality of teaching and learning. To this end, this qualitative case study explored the lived experiences of teachers involved in workplace professional learning (WPL) practices in Ethiopian primary schools. Guided by the constructivist paradigm, data were collected via in-depth interviews, focus group discussions and document review. The findings from the study disclosed that WPL practices of teachers were highly prescriptive, and it was driven by the schools' learning needs over the needs of individual teachers. The teachers are less autonomous to decide on the focus of their learning needs. This, in turn, has resulted in discontinuous professional learning practice partly because of the disparity between the school's learning needs and those of the teachers' needs.

The“Teacher Enhancement Plan”puts forward the goal and task of building up a high-level teacher education system towards 2035.The construction of a high-level teacher education system can be said to be the basic direction and main task for the reform and development of teacher education in China in the coming period.Building up a high-level teacher education system is not only a need and a symbol of the revitalization of teacher education, but also an important support for the high-quality development of education in China.To build up a high-level teacher education system, we need to face up and address four issues: Providing institutionalized guarantees for raising the status of teacher education; Creating a mixed teacher education model that meets the needs of China’ s high-quality educational development; Enhancing the professionalization of teacher education effectively; Promoting evidence-based teacher education practice.

The worldwide anti-globalization movement and phenomenon have brought unprecedented challenges to the internationalization of education characterized by student mobility for a long time. Internationalization at Home has become a new concept and mode to supplement the traditional internationalization of education. However, on the one hand, the Internationalization at Home, which inherits the traditional international talent training function and focuses on the domestic cultivation, cannot get rid of the crisis of instrumental rationality in the nationalization of the purpose of internationalization of higher education. Therefore, Internationalization at Home requires a new flow model. On the other hand, the lack of necessary academic recognition and quality assurance will lead to the failure of l Internationalization at Home to be included in the ecosystem of nation states and international higher education, thus affecting students’ learning and work in the next stage. Therefore, Internationalization at Home requires a new implementation path. The research finds that: from the perspective of knowledge, Internationalization at Home is essentially the construction of knowledge production and dissemination center, and the establishment of a new international mode of decentralized knowledge production and dissemination is conducive to the new flow mode of Internationalization at Home; The combination of Internationalization at Home and Micro-credentials projects will help to establish an academic recognition and quality assurance system to guarantee the subsequent "mobility" of Internationalization at Home.

在教师队伍治理现代化语境下,边疆"双一流"高校亟待关注教师的职业获得感,以促进教师队伍的稳定.调查边疆"双一流"高校教师职业获得对职业获得感的影响,发现年收入、住房福利、职称评聘、信息技术支持、经费、工作环境感受、工作负荷等为增感因素,对教师获得感有显著正向影响;访学进修为负感因素,对教师获得感有显著负向影响;教学奖励、职务晋升、企业实践、参加全国性学术会议为无感因素,未显示对职业获得感的影响.同时发现教师的高层级职业获得感缺失.建议边疆高校重视教师获得感的预警作用,把握教师队伍治理的主动权;主动开展滴灌式教师获得感管理;营造高校对教师自主性的包容机制,弥补高层级职业获得感的缺失.

多样性的教师队伍是满足学生多样性需求及践行教育公平的重要前提.美国为实现师资队伍多样性进行了长期的努力和探索,设立专项资助和认证项目,从招募环节扩充多样性师资增量;制定专门培养方案,从培养环节提升教师多元环境应对力;开展多样性支持项目,从发展环节提升教师教学能力;完善高保留政策,从环境支持层面稳定教师留任存量;实施开放性教师扩充计划,多渠道补充多元师资队伍.美国从招募、培养、从教、留任、补充多渠道发力,探索出了一套"招得来、下得去、留得住、教得好、补得上"师资队伍多样性建设道路,在少数族裔师资队伍数量的扩充、留任率的提高和教学效果的改善方面取得了的一定效果,但也存在招进来与留得住的矛盾以及教师数量与质量之间的张力.

比较历史分析作为一种研究传统,近年来在我国比较教育学领域有所涉足,但应用比较历史分析进行的比较教育研究仍然极少.基于对比较历史分析的纵向溯源和横向比对,可以看出以科学化因果推断为目的、基于少数案例进行比较分析、基于过程追踪是比较历史分析有别于其他研究方法的核心特征,三者的结合使得比较历史分析有助于比较教育学研究的科学化和纵深化.结合比较历史分析的特征分析可以明晰其对比较教育研究的联系和超越,其中联系体现在对两大研究传统流程的恪守和传承,而超越则体现在其可以使因果机制可视化,同时作出表意式诠释和通则式的解释,以及完成两大研究传统的桥接.结合实例的分析可以大体划分出比较历史分析在比较教育研究中的预测性和回顾性两种应用方式,并总结出比较历史分析在比较教育中的大体应用流程,即首先确定研究议题,其次划分历史时期,再次进行案例选择,而后进行因果推断,进而验证推断结论,最终得出结论.而经过对比较历史分析的优势和使用条件的讨论可知,比较教育研究者在其小样本量的、以因果推断为目的的案例研究中,可以通过比较历史分析的应用增进自身研究中表意式诠释和通则式解释的科学性.而中、大样本量和不以因果推断为目的的研究,则并不适用比较历史分析.

全球化背景下,日趋多样的学生群体给教育带来了巨大挑战.在很多国家,推进教师队伍多样化建设被作为应对学生多样化挑战的重要举措.美国作为一个移民国家,面对日益多样的学生,自20世纪90年代就开始推进教师队伍多样化建设,其行动理由可以从对学生、学校和社会的价值三个方面加以归纳:教师队伍多样化能提升有色人种学生的学业成绩,能对有色人种学生的社会情感发展产生积极的影响;对学校,有助于缓解贫困学校的教师短缺,有助于学校建设包容性的文化;对社会,有助于促进教育公平进而实现社会正义,有助于教育质量的整体提升进而维持美国的世界强国地位.这些行动理由获得了相应的研究支持,尤其是教师多样化之于学生的价值获得了广泛的研究关注与支持.有色人种教师是社会文化的管理者和翻译者、文化回应型教师、充满种族振兴精神的重要社区成员:教师多样化问题是我们思考和推进教师队伍建设应该给予关注的一个重要方面.

刘宝存提到，面对全球性的教育危机，联合国教育变革峰会提出了“数字学习与转型”。我国应当积极参与并将数字教育作为一项公益事业和人权，为可持续发展目标4的实现作出中国贡献。徐辉提出，为了实现教育是“卓越的公共福利”这一超越性价值，应当从重视培养儿童，培养适应21世纪社会、科技、经济发展的高素质人才，借力数字转型，加大财政投入四个方面推进教育变革。饶从满认为，我国要建设高质量教师教育体系，促进教育公平，需要关注三个课题：第一，不同教师教育机构间教师教育水平的均衡化；第二，不同学段教师培养的平等化；第三，公平取向在教师教育课程与教学中的落实。彭正梅认为，在全球知识经济时代，追求教育公平应当培养学习者的高阶能力。高阶能力的发展与运用需要符合我国的政治导向，这是全球知识社会时代中国行动的关键，也是教育上的一种根本遵照。阚阅提出，为了应对教育危机，联合国教育变革峰会提出了新的教育社会契约。联合国希望通过教育变革峰会推动教育领域的全球治理，加强全球教育体系建设，以重塑全球教育。

This qualitative case study explores the practices of school-based teacher collaborative reflection based on the experiences of Ethiopian primary school teachers. Guided by constructivist epistemology, data were collected via in-depth interviews, focus group discussions (FGDs) and document reviews, and field notes. The findings revealed that teachers are compelled to engage in school-based collaborative reflection for professional learning through mandatory collaborative teams. This sharply contrasts with teachers' long-standing norms of autonomy that appreciate independence and non-reliance. As a result, in order for a school-based collaborative practice to be reflective and successful, the tension between teacher autonomy and the need for collaboration must be resolved. Moreover, the findings disclosed that teacher collaborative reflection is a widely touted subject but less of a reality in the context of Ethiopian primary schools because of context-specific structural and cultural factors.

介绍了东北师范大学改革教育博士生培养模式的背景,阐述了学校基于新知识生产理论和混合课程理论,构建并实施的"杏坛名家工作站"教育博士生培养新模式,说明了该模式在提高教育博士生培养质量,提升教师专业发展水平,服务区域教育发展战略等方面取得的良好教育效果和社会效益,期望能为深化教育博士生培养综合改革、推进教育博士生培养模式创新、建构专业学位产教融合育人机制提供有益的实践参考.

虽然制定实施教师专业标准已成国际趋势,但是教师专业标准与教师专业化、教育质量提升之间的关系仍有待澄清.厘清20世纪80年代以来的教师专业标准运动的思想背景与目的 取向,对于澄清这些问题是必要的基础.经过考察发现职业专业主义与组织专业主义虽然基于不同的逻辑但却共同推动了教师专业标准运动的兴起,并构成教师专业标准的思想背景.相应地,教师专业标准也存在"导向-监管"与"评价-监管"两种目的 取向,如同职业专业主义与组织专业主义虽然不同但却并非完全对立一样,"导向-发展"功能与"评价-监管"功能也是制定和实施教师专业标准时需要平衡的一对关系.专业标准并不必然具有提升教育质量和促进教师专业化的内在价值.要深度理解和合理设定专业标准的功能定位,就需要将教师专业标准放在整个学校教育系统中进行情境化,厘清其在这个系统中所处的位置及其与其他子系统的关系.

刘宝存提到,面对全球性的教育危机,联合国教育变革峰会提出了"数字学习与转型".我国应当积极参与并将数字教育作为一项公益事业和人权,为可持续发展目标4的实现作出中国贡献.徐辉提出,为了实现教育是"卓越的公共福利"这一超越性价值,应当从重视培养儿童,培养适应21世纪社会、科技、经济发展的高素质人才,借力数字转型,加大财政投入四个方面推进教育变革.饶从满认为,我国要建设高质量教师教育体系,促进教育公平,需要关注三个课题:第一,不同教师教育机构间教师教育水平的均衡化;第二,不同学段教师培养的平等化;第三,公平取向在教师教育课程与教学中的落实.彭正梅认为,在全球知识经济时代,追求教育公平应当培养学习者的高阶能力.高阶能力的发展与运用需要符合我国的政治导向,这是全球知识社会时代中国行动的关键,也是教育上的一种根本遵照.阚阅提出,为了应对教育危机,联合国教育变革峰会提出了新的教育社会契约.联合国希望通过教育变革峰会推动教育领域的全球治理,加强全球教育体系建设,以重塑全球教育.

伴随跨境高等教育的快速发展,教师资质、学生录取标准以及学术标准低的问题逐渐凸显,质量保障被提上议事日程.以文档分析为主、访谈为辅的研究方法,从内外两个维度对美国R大学的跨境高等教育质量保障体系建设进行个案解剖.研究发现:从外部来看,质量同等性的目标定位和输出国高校承担质量保障完全责任的要求避免了质量监管真空的出现,捆绑认证与分类管理制度确立了质量保障的基本机制;从内部来看,质量标准体系的统一性是质量保障的基础,教育资源的全方位实质性输出是质量保障的重要支撑.借鉴美国经验并考虑我国实际情况,我国境外办学应加强顶层制度设计,明确境外办学的目标定位和责任范围;以质量同等性为理念,加快我国境外办学质量保障体系建设;优化相关配套制度,为教育资源的全方位实质性输出提供有利条件.

科学化乃是比较教育的一项未竟的事业.当前,无论是出于服务国家教育决策的需要,还是为了夯实学科的知识基础,我国比较教育都需要启动科学化进程,提升"比较方法"在因果分析和教育理论建构方面的效用.相较于过去受制于方法论和技术条件的限制,比较教育的科学化在今天更具可能性:后实证主义为比较教育科学化提供了哲学基础;大数据时代为比较教育研究提供了海量可供分析的数据资料;比较方法的突破性进展为比较教育的科学化提供了方法和技术的支撑.未来,比较教育需要加强研究者社会科学研究方法的训练;注重对比较方法的跟踪研究和创新发展;发挥国别研究在比较教育知识生产过程中的应有作用.

跨境高等教育机构内部质量保障体系建设面临与教育输出国和教育输入国的质量保障体系同构的双重制度嵌入性压力.理清双重制度嵌入性压力的具体表现及其应对策略对于跨境高等教育机构内部质量保障体系的建设至关重要.文章基于双重制度嵌入性理论,运用文档分析和访谈法,对中国N大学和美国R大学共同设立的W学院进行了研究,发现双重制度嵌入性压力主要表现在以下三个方面:质量保障主体建设方面存在学术性与行政性之间的张力;质量标准体系建设方面存在结果导向与投入导向之间的张力;质量评价机制建设方面存在基于学生学习结果评估和基于"依法办学"的质量评价机制之间的张力.W学院采用了时序型双元、结构型双元以及情境型双元的质量保障体系建设策略,有效地应对了双重制度嵌入性压力,对于跨境高等教育机构内部质量保障体系的建设具有一定的启示意义.