教育理论与实践

教师表现性评价是一种多维度的专业实践，其设计、实施与结果运用必然涉及不同立场与诉求的各类主体。利益相关者理论为解析教师表现性评价提供了关键的分析框架。教师表现性评价中的利益相关者包括推动评价政策出台与标准制定的决策者、承担职前教师培养与评价指导任务的教师教育者以及作为直接评价对象的职前教师。由于各利益相关方的诉求各异，教师表现性评价在落地过程中面临三重结构性困境：决策者政策目标与实施成效之间存在偏差、教师教育者的专业自主性受限，以及职前教师预期效用存在落差。改进教师表现性评价的实施，要建立协商机制，促进决策者与利益相关者达成基本共识；推行“探究”而非“对标”执行文化，增强教师教育者的评价自主；施行补偿策略，满足职前教师的合理利益诉求。

Teacher performance evaluation is a multi-dimensional professional practice,and its policy making,implementation and result application inevitably involve different kinds of people with different positions and interests.Therfore,the stakeholder theory provides a crucial analytical framework to understand teacher performance evaluation.Stakeholders in teacher performance evaluation include policymakers who drive the formulation of evaluation policies and standards,teacher educators responsible for pre-service teacher training and evaluation guidance,and pre-service teachers as the direct subjects of evaluation. Due to the divergent demands of these stakeholders,the implementation of teacher performance evaluation is faced with three structural dilemmas: discrepancies between policymakers' policy objectives and implementation outcomes,constraints on the professional autonomy of teacher educators,and gaps in the perceived effectiveness among pre-service teachers. To improve the implementation of teacher performance evaluations,it is essential to establish a consultative mechanism to foster basic consensus between policymakers and stakeholders,to promote an “inquiry-based” rather than “benchmarking” implementation culture to enhance the evaluation autonomy of teacher educators,and to implement compensation strategies to address the reasonable interests of pre-service teachers.