新時代教師隊伍建設筆談：來自中國香港和臺灣地區及海外華人學者的視角

李子建、邱德峰的《新時代教師隊伍建設改革——回應和展望》，從國際教師教育比較的角度，指出推動學校改進和教師發展機制的完善，應該積極利用佐證方法和大數據；同時，教師政策的落實，並不僅限於政府、學校和教師的投入，還需要家長的配合及社會資金的支持。李軍的《從加拿大的經驗看中國全面深化新時代教師隊伍建設改革》，以加拿大人口最多的安大略省教師隊伍建設為例，強調教師隊伍建設是一個持續的、不斷改進的專業化進程，其價值取向在於堅持專業的獨立性，有效兼顧和平衡法治、政府職責和公眾利益。王箭、王國祥的《關於中國教師教育新政策的幾點思考》，聚焦4類教師教育政策(體系建立、內容改革、隊伍建設、師範生錄取與培養以及畢業生錄用)，以促進多角度和多層次的相關分析。蘇智欣的《美國卓越教師教育的必備條件及其對中國教師教育的啟示》，圍繞美國當代著名教育家約翰•古德萊得博士總結的19個卓越教師教育條件，分析、對比中美兩國教師教育的異同，找出中國的優勢，取長補短。王如哲的《全面深化新時代教師隊伍建設改革之解讀》，以國際教師教育經驗為參照，指出未來教師隊伍建設需要切實了解中國教師的現狀，建立目標檢核機制，確保教師教育持續精進，同時關注新的教師教育問題。
This special issue invites several overseas Chinese scholars in the field of teacher education to reflect with recommendations on The Opinions on Fully Deepening the Construction and Reform of Teaching Force in the New Era in terms of policies, practice and trends of international teacher education. The first article takes an international comparative education to hold that school improvement and teacher development must be geared up to actively utilize evidence and data, and that teacher policies should not be limited to the investment by governments, schools and teachers and the cooperation with parents in addition to societal support of funding. The second article takes the case of teachers in Ontario, the most populous province in Canada, illustrating that the notion of teacher professionalism is an ongoing professional concept, which implies the independence of professionalism, effective balance of legal system, governmental responsibilities and public interest. The third article focuses on four types of teacher education policies, i.e., system establishment, content reform, construction of teaching force, and the admission, education and employment of teacher education students. The fourth article reflects on the "borrowing" values in the Chinese soil of the 19 conditions for teacher education that were concluded by John Goodlad, a prominent figure in American education. The last article refers to the international experiences of teacher education, and pinpoints that the construction of future teachers must be based on the reality of Chinese teachers, set up purpose-driven mechanisms, ensure the continuous improvement of both quality and quantity, and pay necessary attention to emerging problems in teacher education. Copyright © 2020 西南大學.