基于多元学术观的大学教师发展体系

The System of College Teachers' Development Based on the Multiple Conceptions of Academy

大学教师发展一直以来是高校师资队伍建设的重点。研究发现,博耶的多元学术观对大学教师发展有一定的理论意义和实践价值,包括为大学教师发展提供多元路径,提高教师的自我认同和组织忠诚,为教学研究"正名",有利于教师职业生涯规划等。依照专业发展、教学发展、个人发展和组织发展四个维度的内在逻辑,构建以"观念、实践、目标、保障"为要素的四位一体的教师发展体系,其中,多元学术认同是前提条件,项目实施是重要抓手,"创造性契约"是内在动力,多元评价和学术共同体分别是制度保障和组织保障,最终目标是促进教师的发展。

The development of university teachers has always been the focus of the construction of teaching staff in universities. According to the findings of the study, Boyer＇s multiple conceptions of Academy has both theoretical significance and practical value on the development of university teachers, which include providing various approaches to the development of the teachers, improving their sense of self-identification as well as organizational loyalty, justifying their teaching research, and availing the teachers＇ career planning. Based on the internal logic of the four dimensions of professional development, teaching development, personal development and organizational development, a ＂four-in-one＂ teachers＇ development system is constructed, the primary elements of which contains ＂concept, practice, goal and security＂.With multiple academic identity being the prerequisite, project implementation being an important starting point, ＂the creativity contract＂ being the intrinsic motivation, and multi-evaluation and academic community being the guarantee of system and organization, the ultimate goal of the system is to promote the development of university teachers.