高校教师专业发展的困惑与挑战  

Perplexities and Challenges of University Teachers' Professional Development

作　　者：吴文胜[1] 

机构地区：[1]杭州师范大学教育科学学院,浙江杭州310018

出　　处：《当代教师教育》2009年第2期40-45,共6页Contemporary Teacher Education

基　　金：浙江省2008年度教育科学规划课题(SC201)

摘　　要：职业认同、职业承诺和职业动力是高校教师专业发展的重要心理基础。高校教师专业化的最终实现要落实到教师个体,如何促进其专业发展至关重要。受制于学校制度的量化规约、科层规则、教师自身的精神耗竭及归因偏差等因素,高校教师专业发展面临困境,必须采取针对性的策略。具体有:营造和谐校园文化,构建合作文化;以创新管理机制为先导,扩大教师的主动发展领域;遵循积极的归因范式,减少习得无助感;挖掘积极的心理解读,发展职业动机等,以期对高校教师的专业发展有所裨益。Occupational identification, commitment and motivation are the important psychological basis for the professionalization of university teachers. The final realization of the university teachers＇ professional development depends on individual teachers. How to promote their professional development is very important. Yet the development is constrained with such factors as administrative rules, teachers＇ exhaustion of energy and attribution deviation. University teachers＇ career development is facing difficulties. Therefore, measures must be taken to solve the problems： creating harmonious and cooperative campus cultures, innovating management, expanding teachers＇ domain of initiative developments, following positive attribution model and reducing the feeling of helplessness. Positive psychological interpretation and development of occupational motivation are also expected.

关 键 词：高校教师 专业发展 困惑 挑战 

分 类 号：G451[文化科学—教育学]