📚 Cambridge PDQ: Key Features | 剑桥PDQ课程：主要特点
The Cambridge Professional Development Qualifications, usually shortened to Cambridge PDQ, are structured professional learning programmes for practising teachers and school leaders. Their design must serve three interests at once: what the individual teacher wants to become, what the school needs to improve, and what Cambridge requires for certification. This article sets out the main features of the programme - who it is for, who awards it, who designs and teaches it, what it covers, how it is assessed, how the learning is organised, and how Cambridge supports the centres that deliver it.
剑桥专业发展资格证书（通常简称为剑桥PDQ）是面向在职教师与学校管理者的结构化专业学习课程。它的设计必须同时兼顾三方：教师个人的专业追求、学校的发展目标，以及剑桥的认证标准。本文将梳理该课程的主要特点——面向谁开设、由谁颁发、由谁设计与授课、涵盖哪些领域、如何评估、学习如何组织，以及剑桥如何支持各授课中心。
1. What the Cambridge PDQ Is and Who Awards It | 剑桥PDQ是什么，由谁颁发
The Cambridge PDQ is a professional qualification rather than a short training event. It is built around a framework that requires teachers and school leaders to investigate ideas, apply them in their own classrooms and schools, and then present evidence of what changed. The design has to balance the teacher's professional ambition, the school's development goals and Cambridge's certification standards at the same time.
剑桥PDQ是一项专业资格证书，而不是一次短期的培训活动。它围绕一套框架展开，要求教师和学校管理者探究教育理念，将其应用于自己的课堂与学校，并提交证据说明改变发生在哪里。课程的设计必须同时平衡教师的专业追求、学校的发展目标与剑桥的认证标准。
A frequent question is who actually awards these qualifications. The certificate is issued under Cambridge's quality assurance, while teaching and tutoring are delivered by an authorised Cambridge professional development centre. That centre may be a Cambridge school or a teacher training institution. In short: the centre delivers the programme, and Cambridge safeguards the standard.
常见的问题是：这些资格证书究竟由谁颁发？证书在剑桥的质量保障框架下颁发，而教学与辅导由获得授权的剑桥教师培训中心承担。该中心既可以是剑桥学校，也可以是教师培训机构。简而言之：中心负责实施课程，剑桥负责守住标准。
2. Who the Programme Is For | 课程面向谁开设
The Cambridge PDQ is aimed at practising teachers and school leaders and is suitable for a wide range of conventional educational settings. It is not restricted to any single age phase or subject area, which is why schools with very different profiles can use the same framework.
剑桥PDQ项目面向在职教师与学校管理者，适用于各类常规教育环境。它不局限于某一个学段或某一门学科，因此校情差异很大的学校都可以使用同一套框架。
The programme matters most for schools that are implementing Cambridge Primary, Cambridge Lower Secondary, IGCSE or A Level programmes, and for the teachers and administrators working in those schools. In that setting, professional learning runs alongside curriculum change rather than arriving after it, so the ideas studied in the PDQ can be tested immediately against real teaching.
对于正在落实剑桥国际小学、初中、IGCSE或A Level课程的学校及其教师、管理者而言，这类专业学习经历尤为重要。在这种情境下，专业学习与课程改革同步推进，而不是等改革结束才补上，因此PDQ中学习的理念可以立即在真实教学中检验。
3. Who Designs and Teaches the Programme | 课程由谁设计并授课
Cambridge professional development centres are authorised to design and run Cambridge PDQ programmes. A centre may be a Cambridge school or a teacher training institution. Cambridge provides quality assurance for every centre and authorises it to design and offer the programme.
剑桥国际教师培训中心既可来自剑桥学校，也可是教师培训机构。剑桥为每个中心提供质量保障，并授权其设计、开设剑桥PDQ课程。
Cambridge also trains and certifies the programme leader at each centre. Programme leaders must design their courses using the Cambridge PDQ framework, which means the structure, the learning outcomes and the assessment evidence are all aligned to a common standard rather than invented locally.
剑桥还负责培训并认证各中心的课程负责人。课程负责人必须运用剑桥PDQ框架完成课程设计，也就是说课程结构、学习成果与评估证据都对齐同一套标准，而不是各中心自创。
At the same time, course content must genuinely respond to the needs of the school, its teachers and its managers. It has to clarify priorities, fit the local context - the curriculum, the student profile, the language background of learners - and still stay within Cambridge's standards and recognition procedures. Contextualisation is expected; drifting away from the framework is not.
与此同时，课程内容必须切实回应学校、教师和管理者的需求，厘清优先事项，因地制宜——结合学校的课程设置、学生构成与语言背景——同时不得偏离剑桥的标准与认定程序。因地制宜是要求，偏离框架则不被允许。
4. The Four Focus Areas | 课程的四个重点领域
The programme is organised around four themes, each of which speaks directly to the work of schools, managers and teachers. A centre may run one or more of them depending on its priorities.
该课程围绕四个与学校、管理者及教师息息相关的主题展开。中心可根据自身优先事项开设其中一个或多个领域。
Teaching and Learning. This strand concentrates on classroom practice: how learning is planned, how it is checked, and how teaching decisions are justified by evidence rather than habit.
教与学。这一方向聚焦课堂实践：学习如何规划、如何检验，以及教学决策如何以证据而非习惯为依据。
Educational Leadership. This strand is designed for managers and for teachers who hold, or are preparing for, leadership responsibility within a school.
教育领导力。这一方向面向学校管理者，以及已经承担或正在准备承担领导职责的教师。
Teaching Bilingual Learners. This strand addresses the specific demands of teaching students who are learning through a language that is not their first.
双语学生教学。这一方向针对以非母语语言进行学习的学生的教学需求。
Digital Technology in Teaching. This strand examines how digital tools can be integrated into teaching and learning in a purposeful way rather than added on.
数字技术教学。这一方向探讨如何有目的地将数字工具融入教与学，而不是简单地叠加使用。
5. Structure and Assessment | 课程结构与评估方式
The Cambridge PDQ Diploma contains three learning and assessment modules. Teachers must complete them in sequence. Module 1 can be taken as a stand-alone Certificate course, and it lays the foundation for Modules 2 and 3 and for the full Diploma.
剑桥PDQ文凭包含三个学习与评估模块。教师必须按顺序逐一完成，模块1可作为证书课程单独修读，为后续模块2、3以及完整的文凭学习打下坚实基础。
| Module | 模块 | What it provides | 作用 | Learning hours | 学习时长 | Suggested duration | 建议周期 |
|---|---|---|---|
| Module 1 | 模块一 | Can be completed as a stand-alone Certificate | 可单独作为证书课程完成 | 120 hours | 120小时 | About 4 months, one term | 约4个月，相当于一学期 |
| Module 2 | 模块二 | Builds on Module 1, taken in sequence | 在模块一基础上进阶，须按序学习 | 120 hours | 120小时 | About 4 months, one term | 约4个月，相当于一学期 |
| Module 3 | 模块三 | Completes the full Diploma | 完成三个模块后取得完整文凭 | 120 hours | 120小时 | About 4 months, one term | 约4个月，相当于一学期 |
Each module is assessed using templates provided by Cambridge. The assessment is based on a body of evidence covering practice, learning and reflection - not on a single examination. Once teachers have completed their self-review, that evidence is submitted to Cambridge, and the materials are reviewed centrally on a monthly basis.
每个模块均借助剑桥提供的模板进行评估，评估依据是一整套涵盖实践、学习与反思的证据，而不是单次考试。完成自查后，这些证据将被提交给剑桥，剑桥每月会集中审核相关材料。
6. A View from a Centre | 来自授课中心的观点
Schools that run the programme often emphasise the same point: the value lies in the connection between knowing and doing. A centre in Argentina put it this way.
开设该课程的学校往往会强调同一点：它的价值在于把"知"与"行"连接起来。阿根廷的一家中心这样评价：
"This qualification framework emphasises a close link between knowledge and practice. Deep reflection and close teacher collaboration build a solid framework for school improvement." - Silvana Tejil, ESSARP, Argentina
"该资格框架强调知识与实践的紧密结合。深度反思与紧密的教师协作，为学校改进构建了稳固的框架。"——Silvana Tejil，阿根廷河床英语口语学术协会（ESSARP）
7. What the Professional Learning Contains | 课程包含哪些专业学习内容
In a Cambridge PDQ programme, teachers and managers explore, practise and reflect on new educational ideas and methods with professional guidance and support. Each module requires 120 hours of learning, and those hours must stay balanced between two elements: the theoretical understanding behind a change, and the classroom application of that understanding.
在剑桥PDQ课程中，教师和管理者可以在专业指导与支持下，系统地探索、实践并反思新的教育理念与方法。每个模块需投入120小时学习，并保持以下两部分的平衡：对所教理念的理论理解，以及把这种理解落实到课堂的实践应用。
The balance matters because neither half works alone. A module made only of reading produces interesting conversations and no change; a module made only of activity produces busy classrooms and no explanation of why anything worked.
这种平衡之所以重要，是因为任何一半都无法单独成立。只由阅读组成的模块会产生有趣的讨论，却不带来改变；只由活动组成的模块会产生热闹的课堂，却无法解释为什么有效。
8. How the Learning Is Organised | 课程采用怎样的学习方式
Each module is recommended to be completed in about four months, which corresponds to the length of one school term. This pacing allows a participant to test an idea, observe the result, adjust the approach and report back within the same module rather than across a whole year.
建议每个模块在约四个月内完成，与一个学期的时长相当。这样的节奏让学员可以在同一个模块内部完成"尝试想法—观察结果—调整做法—汇报反馈"的循环，而不必拖到一整年。
These active, guided sessions are taught by the programme leader and their team. The sessions are not lectures in the traditional sense; they are structured points at which participants bring evidence from their own classrooms and receive challenge and support from a tutor and from peers.
这些活跃的指导课程由课程负责人及其团队讲授。它们并非传统意义上的讲座，而是有组织的节点：学员带着来自自己课堂的证据前来，接受导师与同伴的质疑和支持。
9. Time, Space and Opportunity | 教师与管理者需要什么
For the programme to work, teachers and managers must be given sufficient time, space and opportunity to do the following.
要让课程真正发挥作用，教师和管理者务必拥有充足的时间、空间和机会来开展以下活动。
- Investigate topics and concepts in depth and extend their reading of the literature. 深入探究各类主题与概念，并拓展相关文献阅读。
- Apply what they learn to their actual teaching. 将所学知识应用于实际教学。
- Obtain formative assessment advice and feedback from a mentor. 从导师处获得形成性评价建议与反馈。
- Collaborate with colleagues through discussion, observation and questioning. 通过讨论、观察与提问与同事协作。
- Reflect on their own teaching experience and share that reflection with colleagues in the next session, so that the thinking continues to develop. 反思自身教学经验，并在下一次课程中与同事分享，以此进一步构建教育理念与方法。
Time is the item that schools most often underestimate. A module of 120 hours cannot be absorbed into an already full timetable without a deliberate decision about what is reduced or reorganised.
时间往往是学校最容易低估的一项。120小时的学习无法凭空塞进本已排满的日程，必须有意决定减少或重新安排哪些工作。
10. Why Theory Has to Come First | 为什么理论必须先行
The programme is explicit that effective practice - "knowing what to do" - must be built on an understanding of the relevant theory, that is, "knowing why it is done". Without that second layer, a technique is simply copied and cannot be adapted when the class, the language level or the curriculum changes.
课程明确指出，有效实践（"知道做什么"）必须建立在对相关理论（"知道为什么做"）的理解之上。缺少第二层理解，方法就只是被照搬，一旦班级、语言水平或课程发生变化，就无法调整。
With the support of the programme leader, a mentor and colleagues, teachers and managers gradually develop into more reflective educators. That is the intended outcome of the qualification: not a certificate on a wall, but a habit of justified decision-making.
在课程负责人、导师和同事的支持下，教师和管理者将逐步成长为更具反思能力的教育者。这正是该资格证书希望达成的结果：不是墙上的证书，而是"决策有据"的习惯。
11. How Cambridge Supports Centres and Leaders | 剑桥如何支持中心与课程负责人
To make this possible, Cambridge has put the following measures in place.
为此，剑桥采取了以下举措。
- It provides a framework and support for learning activities, specifying learning outcomes, key questions and the combination of activities. 为学习活动提供框架与支持，明确学习成果、关键问题及组合活动。
- It guides the key elements of the course, such as course design, mentoring and the role of school leadership. 指导课程的关键环节，如课程设计、辅导及学校领导的作用。
- It supplies learning resources for particular topics, for
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