高职院校教师发展的双重逻辑及改革路径——兼谈教师发展中心建设  

Double Logic and Reform Path of Vocational College Faculty Development in China

作　　者：李小娃[1] LI Xiaowa(Shunde Polytechnic,Foshan Guangdong 52833)

机构地区：[1]顺德职业技术学院,广东佛山528333

出　　处：《现代教育管理》2018年第8期107-111,共5页Modern Education Management

基　　金：广东省教育科学规划课题"基于积极心理学视角的高职教师职业倦怠现状;影响因素和对策研究"(2012JK177)

摘　　要：高职院校教师发展已经呈现出专业化的新特征,但仍然处于探索阶段。高职院校教师发展的专业化,不仅受普通高校教师发展一般逻辑的约束,如组织同形、知识与技术变迁及教学学术诉求等,而且还受到其职业教育特殊逻辑的规约,如组织特性、教师与学生的主体特性及教学内容的特殊性等方面。在此基础上,专业化阶段,高职院校教师发展亟需完善政府政策引导、创新院校改革举措,尤其是高职院校要加强教师发展中心建设,实现高职院校教师发展向组织化、专门化方向转变。Faculty development（FD）of vocational college shows a new character of professionalization,however it is at the beginning of professionalization. FD of vocational college could be limited by the general logic of regular HIES such as organizational isomorphism,changing of knowledge and technology and teaching academic,and also limited by the special logic of vocational education such as organization property,the character of the faculty,The student and the teaching content. Based on these facts,in the stage of professionalization,it is necessary to make policy of FD of vocational college for government,to start some innovation and reform to improve FD for vocational college. Especially,the center of FD should be built for vocational college,in order to promote transform to organization and specialization.

关 键 词：教师发展 教师发展中心 双重逻辑 高职院校 

分 类 号：G718.5[文化科学—职业技术教育学]