A Comparison Of The Standards Of Excellent Teachers In Britain,america And Australia

The professional standards for teachers are the basic national standards for the teaching profession and the most fundamental reference for evaluating teacher quality.They are indispensable for promoting the professional development of teachers,improving teaching standards,and achieving overall educational equity in the country.In this paper,we use the standards for teacher excellence published by the United Kingdom,the United States,and Australia,and analyze the textual discourse of the standards by using NVivo 11.0,a qualitative research tool,identify the commonalities and individualities among the standards,and explore the elements of teacher excellence characteristics for effectiveness.The bottom-up analysis of the three countries’ teacher excellence standards was carried out,from word frequency and word cloud statistics to open coding to axial coding and finally to selective coding.We also summarize the value roots of teacher excellence standards in the UK,US,and Australia,which consist of the value orientation of student-centeredness,the value orientation of high-quality teaching,and the value creation of reflective practice.The initiatives of the three countries after the implementation of the standards are summarized and categorized to open up the idea of transforming the supporting measures to support the teacher excellence standards: establishing a set of teacher excellence standards with Chinese characteristics to guide practice,and supporting corresponding training,certification,and incentive systems can efficiently promote the development of teacher professionalism.The main body of this study consists of four parts.The first part mainly expounds how the standards for outstanding teachers in Britain,the United States and Australia are developed,first of all,it introduces the background and process of the development of British standards for outstanding teachers and the contents of the standards,then it explains the background and development process of the US NBPTS excellent teacher professional standards,introduces the five core propositions of NBPTS and the twenty-five subject standards,thirdly,the background,the development process and the four stages of the national standards for teachers’ professional development in Australia.Finally,the similarities and differences of the three countries in the development process are compared.The second part is to use Nvivo11.0 to analyze the content of the standard texts of outstanding teachers in Britain,the United States and Australia.Firstly,the statistics of word frequency and word cloud are used to make a preliminary study on the standards of outstanding teachers in various countries,reflecting the trends and characteristics of related topics,and providing some reference for future coding.Secondly,open coding is carried out from bottom to top by software,and the existence of the last level index "thing" implemented in behavior or fact is explored,and the common regularity characteristics of objective existence are sought.The third step is axial coding,which takes "people" as the main body to summarize the existing codes in the preceding step.The standard of outstanding teachers is an indicator for teachers’ growth,which will consider the common dimension of "human development".Therefore,the coding analysis according to the field can not only judge the key fields of outstanding teachers in various countries,but also grasp the value orientation of teachers in the country as a whole.The last step is selective coding,which analyzes the value words in the standard text.Because of the particularity of the standard,its value words are highly targeted,which can fully show what excellent teachers are ideal for all countries.And sums up the value foundation of the standard of outstanding teachers in Britain,America and Australia,which consists of the value orientation of student-oriented,the value orientation of high-quality teaching and the value creation of reflective practice.The third part is to explore the guarantee mechanism for the implementation of the standards of outstanding teachers in Britain,America and Australia.Summarize a series of attempts made by Britain,the United States and Australia after the publication of the standards,such as high-quality practice templates,multi-form project attempts,complete outstanding teacher certification process and integrated career construction,to ensure that the standards "take root".The fourth part,based on the comparison of excellent teacher standards among Britain,the United States and Australia,puts forward enlightenment for the future development of excellent teacher standards in China.Firstly,the model construction of excellent teacher standards: the improvement of teachers’ quality gives birth to professional consciousness;Secondly,the research and development of outstanding teacher standards with Chinese characteristics: an effective guarantee to prevent "policy failure";Again,it is the trial of relevant standards: a powerful lever to incite the future development of teachers;Secondly,the step-by-step standard formulation:breaking the plateau period of teachers’ career development;Finally,it is to promote the establishment of standard supporting measures: to improve the professional development system of teachers.