大学教师发展:内涵和外延

Analysis of the Connotation and Extension of Faculty Development

纵览对大学教师发展的内涵理解,从对象上看,有"学术员工说"、"教职员工说";从内容上讲,有"教学发展说"、"专业发展说"、"教育发展说(综合发展说)"。整合不同角度的各种说法,可将大学教师发展看作是教师个体或群体力图改变自身的态度、技能和行为,以更好地满足学生需求、服务院校宗旨使命的政策、组织、活动、过程的统称。环顾大学教师发展的外延,它与"教师培训"、"学习共同体"、"教师队伍建设"之间,既密切相连又互有区别,藉此可选用相应的发展策略。

With an overview of the connotation study of faculty development, in the perspective of object, there exist “academic staff theory” and “faculty theory” ;and in the perspective of content, there exist “teaching development theory”, “profession development theory” and “education development theory （comprehensive development theory）” . Integrating all statements of each perspective, the faculty development can be regarded as general designation of policy, organizations, activities and process that teacher individuals or groups try to improve their attitudes, skills and behaviors to better meet the needs of students and serve the mission of institutions. As for its extension, faculty development and “teacher training” , learning community” and “teachers building” are conceptions that have close connections and also essential distinctions. Thereby, corresponding development strategies are proposed.