从“合法的边缘性参与”看高校新手教师成长

高校新手教师入职之初会面临各种困境,在教学共同体内“合法的边缘性参与”是新手教师成长的重要路径,高校青年教师助讲培养制度是高校新手教师“边缘性参与”向“充分参与”的加速器。学校教学共同体的制度文化支持,很大程度上决定新手教师是合法地向中心移动还是“被边缘”;激发新手教师的动机与向心性努力可以增强归属感和身份感;实行“多导师”制,引导新手教师从“边缘性参与”到“充分参与”,从一名新手教师迅速成长为教学能手;加强职后培训常态化管理,形成长效机制。

New academic staff in tertiary institutions will encounter various difficulties at the commencement of their employment.Against such backdrop,'legitimate peripheral participation'in the teaching community was proposed as a critical path for the development of new academic staff,and the teaching assistance fostering mechanism for new academic staff was viewed as the accelerator of the transition from'peripheral participation'to'full participation'.While the support of the institutional culture of the teaching community generated substantial impact on determining the new academic staff's development towards'legally center'or'passively peripheral',the sense of belonging and identity could be enhanced by inspiring the motivation and centripetal efforts of new academic staffs.Meanwhile,the multiple-tutors mechanism,which was implemented to guide new academic staff's transition from'peripheral participation'to'full participation'and the swift growth from a new staff into a teaching expert.The aim of the study is to strengthen the regular management of vocational training and form a long-term mechanism.