加拿大高校教学型教师晋升与评价机制的主要内容及其特点  

The Main Contents and Characteristics of the Promotion and Evaluation Mechanism of Teaching Focused Faculty in Canadian Universities

作　　者：于杨 张鑫鑫 YU Yang;ZHANG Xin-xin(Institute of Higher Education of Marxism,College of Jilin University,Changchun,Jilin,130012,China)

机构地区：[1]吉林大学马克思主义学院高等教育研究所,吉林长春130021

出　　处：《教师教育研究》2022年第6期112-119,共8页Teacher Education Research

基　　金：2021年度吉林大学研究生教育教学改革研究项目(2021JGP29);吉林省教育科学十四五规划2021年度教师发展专项重点课题(JF2108)。

摘　　要：作为较早设立教学型教师岗位的国家,近年来,加拿大高校教学型教师的职务晋升与评价机制逐渐完善。研究发现,加拿大高校在教学型教师职务晋升考核方面侧重考查教师教学实践能力与课程开发能力,主要遵循个人申报、考核推荐、组织评审与结果申诉四个步骤。在评价方面侧重于对教学型教师卓越性教学的考查,强调系院校三级机构运用绩效性评价和愿景性评价、强制性评价和选择性评价相结合的评价方式逐级进行考核。总的来看,加拿大高校教学型教师在职务晋升与评价机制的运行过程中呈现出秉持多元合作的理念、系院校各司其职且环环相扣、以“教学学术”为原则、以同行评议为支撑等特点。In recent years, as to set up the position of teaching focused faculty early countries, the promotion and evaluation mechanism of the Canadian universities’ teaching focused faculty are gradually consummating.It is found that Canadian universities focus on the evaluation of teaching focused faculty’ teaching practice ability and curriculum development ability, which mainly follow the four steps of individual application, assessment and recommendation, organizational review and result appeal. In the aspect of evaluation, it focuses on the investigation of teaching focused faculty’ excellent teaching, and emphasizes the use of performance evaluation, vision evaluation, mandatory evaluation and selective evaluation in the three-level institutions of the department. In general, the operation process of job promotion and evaluation mechanism of teaching focused faculty in Canadian universities presents the following characteristics: uphold the concept of pluralistic cooperation;each department has its own role, interlinked;taking “teaching and learning” as the principle;supported by peer review and other features.

关 键 词：加拿大教学型教师 晋升机制 评价机制 

分 类 号：G645[文化科学—高等教育学]