我国大学教师发展者专业化的内在逻辑  

The Inner Logic of the Professionalization of Faculty Developers

作　　者：李芒[1] 石君齐 LI Mang;SHI Junqi(Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学,北京100875

出　　处：《现代教育管理》2020年第2期78-84,共7页Modern Education Management

基　　金：全国教育科学“十三五”规划国家一般课题“大学教学现代化的战略愿景与理论创新研究”(BCA180085)。

摘　　要：教师发展者是大学教师发展活动核心的专业力量。近年来,我国大学教师发展实践的蓬勃开展与该群体从无到有、由泛到专的自身演进密不可分。这个历程可划分为"引进、内化、模仿、伫立"等四个阶段。只有从大学教师发展系统层面理清不同发展时期的要素和矛盾,把握大学教师发展者专业化的规律,教师发展者才能摆脱缺乏主体意识的自然式发展状态,从而真正实现理性化的专业成长。教师发展者个体的专业发展受教师发展机构体制机制的制约,因此,机构必须超越单一行政职能,向研究、教育与管理一体化的综合性职能转型,使得教师发展者变为集教育者、管理者和学者于一身的社会形象。Faculty developers are the core professional force of faculty development.In recent years,the vigorous professionalization of faculty developers can be divided into four stages:introduction,internalization,imitation and establishment.Only by clarifying the elements and contradictions from the system level and grasping the basic law of their professionalization,can faculty developers give up the unconsciousness development,and truly realize rational professional growth.The individual faculty developer’s professional development is influenced by the institutional mechanism of faculty development institutions,therefore,the faculty development center need to transform into a comprehensive institution integrating research,education and management,so that the teacher developers become a social image integrating educators,administrators and scholars.

关 键 词：大学教师发展 教师发展者 教师发展中心 专业化 活动理论 

分 类 号：G645[文化科学—高等教育学]