大学教师的个人发展:美国的理论与实践  

Personal Development of University Faculty:Theory and Practice in the United States

作　　者：林杰[1] 张曼[1] LIN Jie;ZHANG Man

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《大学教育科学》2023年第2期79-92,共14页University Education Science

基　　金：2021年全国教育科学规划教育部重点课题“职业高原与组织支持:高校教师职业生涯中后期发展研究”(DIA210350)。

摘　　要：个人发展作为大学教师发展不可或缺的组成部分,是大学教师作为自然人、社会人、组织人需求的满足与个体提升的过程。在美国,大学教师的个人发展是教师个体、结构、制度、理论诸多因素的合力所致。美国学者和教育联盟提出不同的个人发展观。个人发展的概念也经历了从服务教学到重视教师个体需求的演变。美国一流大学的教师个人发展兼具组织支持与自主发展相结合、人力资源管理部门为主体的机构合作、专属与依附的两种发展形态等特点。Faculty personal development,as an integral component of faculty development in universities,is the process of satisfying the needs of university teachers and improving themselves as natural,social,and organizational human beings.In the United States,the personal development of university teachers is shaped by the combination of many factors,such as the individual pressure of teachers'role overload,the structural demand of academic professional attraction,the impact of the employment system reform,and the foundation of university teacher development theory.American scholars and Education Unions put forward different views on personal development.The concept of personal development has also evolved from serving teaching to paying attention to teachers'individual needs.Based on the analysis of the personal development practices at 26 first-class universities,it is found that physical health and happiness,career development,and work-family balance are the personal development measures that are more valued by top universities in the United States.The personal development of teachers in first-class universities in the United States has the characteristics of combining organizational support and independent development,institutional cooperation with the human resource management department as the main body,and dual forms of development of exclusivity and dependency.

关 键 词：大学教师发展 教师个人发展 美国 一流大学 

分 类 号：G645[文化科学—高等教育学]