高校教师发展:本体论反思与实践逻辑

发布时间：2018-01-23 04:28

本文关键词： 高校教师发展目标内涵特点实践逻辑　出处：《大学教育科学》2013年04期 　论文类型：期刊论文

【摘要】：高校教师发展是教师与环境的双向建构过程;是教师不断超越自我,提高自身适应环境变化的能力,继而提高自身和组织存在价值的过程;是教师自身发展,学生发展,知识发展,学校发展不断实现和谐统一的过程;是教师不断实现专业化和社会化的过程。高校教师发展包括教师伦理道德发展、专业发展、地位发展几个方面,具有终身发展、多向度发展、个性化发展等特征。高校与教师的双向建构,组织制度与文化的共同作用,教师培训与终身学习相结合,在学术场域中强化教学能力,是促进高校教师持续和谐发展的实践逻辑。
[Abstract]:The development of teachers in colleges and universities is a two-way construction process between teachers and environment. It is a process in which teachers constantly transcend themselves, improve their ability to adapt to environmental changes, and then improve their own and organizational existence value. It is the process of teachers' own development, students' development, knowledge development and school development to realize harmony and unity. The development of teachers in colleges and universities includes the development of teachers' ethics, professional development and status development, with lifelong development and multi-directional development. The characteristics of individualized development, such as the two-way construction of universities and teachers, the interaction of organizational system and culture, the combination of teacher training and lifelong learning, and the strengthening of teaching ability in the academic field. It is the practical logic to promote the sustainable and harmonious development of university teachers.
【作者单位】：武汉理工大学高等教育研究所;
【基金】：国家社会科学基金(教育学)一般课题“高校学术职业分层与教师岗位设置管理制度创新研究”(BFA090051) 中国高教学会十二·五规划课题“基于教师专业化成长的现代高校教师管理制度创新研究”(11YB147) 教育部教师队伍建设改革示范项目“创新‘导、训、助’三位一体模式,创建高校青年教师能力提升体系”(教育部教师司(2013)13号)
【分类号】：G451.1
【正文快照】： 对高校教师发展本体意义上的理解是个令人头晕的事情。国际学术界对于高校教师发展内涵的六种典型解释[1]反映出对这个概念认识的多样性和模糊性。这六种典型解释大体上可以归纳为四种代表性观点:即专业能力观(Menges R.J,Mathis B.C.1988;Dilorenzo T.;M,Heppner P.P.1994)

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