Research On The Development And Implementation Of Professional Standards For Teachers In New Zealand

Since the 1980 s,the focus of teacher professionalization has shifted from direct attention to teacher status to improvement of teacher status through teacher development.Teacher professional standards came into being in this context.Some countries have successively invested in the development of professional standards for teachers,trying to promote the professional development of teachers through the development and implementation of standards,thereby improving the status of teachers.Along with this,the research on professional standards for teachers has also been increasing,resulting in discussions on the functions of standards.Academia generally believes that standards have both functions of accountability and development.However,how to deal with and weigh the two is a difficult problem.From the PISA test and TALIS survey in recent years,it can be seen that New Zealand has always been the world’s leader in terms of education quality and teacher quality,and the country’s emphasis on teacher professional development is no less than that of the United States,the United Kingdom,Australia and other countries.New Zealand has revised the professional standards of teachers several times since the 1990 s.During the revision process,the development and changes of the standard’s functional orientation and the development and implementation of professional standards for teachers have a lot of experience worth exploring.Based on this,this research attempts to achieve the following research purposes: to clarify the evolution of the functional orientation of New Zealand teachers’ professional standards in different periods;analyze the process and measures to specifically deal with the relationship between the two functions of the current New Zealand teacher professional standards in the development and implementation of the current New Zealand teacher professional standards;reveal the implementation effects of the current New Zealand teacher professional standards,and summarize Deliberation and inspiration.This research will mainly use the literature research method,through the New Zealand Ministry of Education,the New Zealand Teaching Council and other New Zealand teacher education related websites,as well as the OECD and other international websites collected policy documents and reports on the evolution of the standard function orientation,the development and implementation of the current standards Analyze the content of New Zealand teachers;reveal the effect of New Zealand’s current teacher professional standards through New Zealand teacher self-reports,scholars’ research and related research literature.After investigating and researching the development and implementation of New Zealand professional standards for teachers,it is found that from the perspective of the needs of teacher education in New Zealand at different periods and the purpose of standard development,New Zealand has gradually noticed that it is far from enough to only play the accountability evaluation function of teacher professional standards.And will produce many disadvantages for the quality of teachers and teaching quality.Since 2010,New Zealand has tried to highlight its development-leading function on the basis of its accountability function in terms of the purpose of standard development,development process and standard text content,as well as in standard implementation and application.Of course,judging from the feedback after the implementation of the standards,there are both positive effects and some problems: on the positive side,some teachers believe that the application of standards to teaching provides students with high-quality teaching and promotes teachers’ improvement.Professional reflection and professional development.However,there are also some teachers who reject the accountability function of the standard.They position the standard as a "guideline" and believe that it is not more beneficial to the development of teachers.It can be inferred from the teacher’s interviews that if the “degree” of the standard’s accountability is not handled well,it will also hinder the development of the standard’s leading function to some extent.From the perspective of the development and implementation of professional standards for teachers in New Zealand,New Zealand always regards teacher development as the starting point and goal of standard development;emphasizes the consistency and operability of the standard content;constructs the developmental evaluation concept of the standard in the implementation of the standard,etc.There are some thoughts and inspirations for the formulation and implementation of professional standards for teachers in the future.