美国大学终身教职后评估建立背景及主要内容  

Post-tenure Review in US Universities: Why and How

作　　者：郑晓芹[1] 高新发[2] 

机构地区：[1]浙江师范大学人文学院 [2]武汉大学教育学院

出　　处：《现代大学教育》2012年第6期43-48,112,共6页Modern University Education

摘　　要：美国大学终身教职后评估于20世纪70年代出现,它在终身教职外部环境挑战与内部结构失衡导致的合法性危机下产生。该评估建立的主要背景是大学财政困难,学术职业市场发生变化,终身教职受到外界诸多批评。评估的形式与内容因学校、学科特点以及教师在不同的学术职业阶段而有所不同,主要有两个评估阶段。它承载着提高教师业绩与促进教师发展的双重评估目的,具有形式灵活,遵循同行评议,尊重教师个人意愿与权益等特点,但可能危及终身教职的职业安全。Post-tenure review first appeared in the US in 1970s when the tenure system was facing'a crisis of legitimacy'due to both external challenges and internal problems.As universities were experiencing financial difficulties and academic job market was undergoing transformation at that time,life tenure also came under fierce criticism in the US.The procedure and criteria of post-tenure review,which mostly consists of two phases,varies according to school types,discipline categories and faculty seniority.Aiming to enhance both the job performance and professional development of the teacher,post-tenure review usually adopts a peer review process,but shows due respect to the teacher’ s own will and rights at the same time.Nevertheless,post-tenure review may still jeopardize teachers’job security.

关 键 词：终身教职 合法性危机 终身教职后评估 

分 类 号：G645.1[文化科学—高等教育学]