高校中年教师专业发展“瓶颈期”的困境及对策

Bottleneck Period of Professional Development for the Middle-aged College Teachers:Difficulties and Countermeasures

中年教师作为高校教师队伍中的一个特殊群体,其专业发展问题往往受到忽视。本文分析了高校中年教师专业成长"瓶颈期"的内在本质和形成原因,进而剖析了"瓶颈期"中年教师在专业发展上呈现的"症状",如专业知识陈旧、学习意识匮乏、反思能力不强、合作交流技能欠缺等。这些问题的出现致使高校中年教师专业发展步入了困顿与迷惘阶段。高校管理者应据此对症下药、采取对策,帮扶他们共渡难关,走向专业发展的"第二青春期"。高校中年教师应通过参加学习团体、制定专业发展规划,寻求自身专业再度持续、快速发展的良方。

The professional development of middle-aged college teachers is often ignored. This paper analyzes the essence of the so-called bottleneck period for middle-aged college teachers and the relevant reasons. In this period, the middle-aged college teachers face the typical problems including outdated professional knowledge, lack of learning awareness, weak reflective ability, and reluctance to communicate and cooperate. These problems force the middle-aged college teachers to stay in the stage of confusion and prevent their further professional growth Therefore, the college administrators should take measures to help the middle-aged faculty to overcome the difficulties, stimulate their vitality and encourage them to step into the new stage of professional development. By participating in learning groups, working out the professional development plans, middle-aged teachers in colleges and universities should also take actions to sustain and renew their own orofessional growth.