英国高校教师教学能力发展体制分析及启示

Instituions for Developing Teaching Competences of University Staff in UK:An analysis and Implications

受到大众化后期各界对教育质量的关注、现代信息技术的普及、高等教育的自治传统以及政府对自治传统的尊重等内外部诸多因素的影响,英国形成了政府、专业组织和高校构成的高校教师教学能力发展体制。政府制定宏观政策,指出要建立教学职业标准,并推动专业组织高等教育学会成立,对其进行财政资助和监督,同时也推动其自立;专业组织制定统一的职业标准,进行教学能力培训和质量评估;高校依照教学职业标准自办教师培训且接受专业组织认证。三者在各自层面上,相互独立、各尽其长并彼此协调、配合默契。这给我国正在进行的高校教师教学能力发展体制建设带来如下启示:独立性与配合性兼顾的三主体参与,全面性与精细性兼具的具体运作,制定科学性与操作性结合的统一标准,注重设计、实践性和结果评定的培训项目。

The Institutions for developing teaching competences of university staff in the UK involves the government, professional association and university, which is affected by factors such as great concerns about quality in post mass education, widespread use of modem information technology, higher its autonomy. The government plays the education autonomy and government＇ s respect for role of making policy which is to establish profes-sional standards for teaching, initiate a national body which was funded and overnseen by the government at first, and then pushed it to be financially independent. The professional body developed a national professional standards framework for teaching which guides all the design, delivery, and accreditaion/recognization of the training programs. The university provides training for staffs at different stages of their careers. The Implications we can draw from British institution are the following： the independent and cooperative participation of the government, professional body and university, overarching operations, setting up scientific and operational standards, and well-designed, practice-oriented and outcomes-evaluated training programs.