北美大学教师发展工作者的胜任力模型研究  

Competency models of faculty developers in North America

作　　者：林杰[1] 魏红[2] 

机构地区：[1]北京师范大学国际与比较教育研究院 [2]北京师范大学教师发展中心,北京100875

出　　处：《高校教育管理》2018年第1期92-98,共7页Journal of Higher Education Management

基　　金：教育部人文社会科学重点研究基地重大项目(15JJD880004)

摘　　要：胜任力模型既是将表现平平者与优异者进行区分的概念模型,也是在人力资源管理实践中进行专业人员招聘、评价、晋升的重要依据。合理的胜任力模型也能够促进员工的专业认同和职业发展。美国和加拿大是开展大学教师发展专门活动的先发国家。从20世纪80年代开始,美、加两国学者提出有关大学教师发展工作者的胜任力模型,以确定从业者所需的品质与能力。90年代之后,大学教师发展工作环境与条件的变化对大学教师发展工作者的能力建设提出越来越高的要求,加拿大学者按不同职业生涯阶段提出大学教师发展工作者三层次胜任力模型具有较高的普适性与可操作性。Competency model is not only a conceptual model to distinguish the mediocre from the excellent,but also the important basis for the recruitment,evaluation and promotion of professionals in human resource management.A reasonable competency model can also promote the professional identity and career development of employees.America and Canada are the first countries to carry out faulty development activities.Since the 1980 s,scholars from America and Canada have proposed some competency models of faculty developer to determine the qualities and capabilities required by practitioners.After the 1990 s,the change of working environment and conditions of faculty development has put forward higher requirements for faculty developers′competency.Canadian scholar proposed a three-level competency model by different career stages of faculty developers with higher universality and operability.

关 键 词：美国 加拿大 大学教师发展工作者 胜任力模型 

分 类 号：G645[文化科学—高等教育学]