ABSTRACT

National and international education policies acknowledge the importance of the quality of teachers. Research literature emphasises the teacher profession as an dynamic and extended profession, driven by a moral perspective and a collaborative identity across the profession. In this paper the question is raised to what extent this understanding is reflected in the way in which teacher quality is defined within the Dutch policy context. The Dutch narrative describes how the debate on teacher quality over the past 20 years has led to an image of a static, fragmented, narrow and instrumentalized profession. This creates a dilemma for teacher education institutes, balancing between the narrow formal expectations and the extended profession as derived from research. Creating space for that wider and innovative identity of teachers will require a process of redefining teacher quality in which all stakeholders need to play an active role.

摘要

国家和国际教育政策承认教师质量的重要性。研究文献强调教师职业是一个充满活力和延伸的职业，由整个职业的道德视角和协作身份驱动。本文提出的问题是，这种理解在何种程度上反映在荷兰政策背景下定义教师质量的方式中。荷兰的叙述描述了过去 20 年关于教师质量的争论如何导致静态、支离破碎、狭窄和工具化的职业形象。这给教师教育机构带来了两难境地，在狭隘的正式期望和源自研究的扩展专业之间取得平衡。