高校新进教师社会化的过程与困境

New Faculty Socialization:Process and Dilemma

高校新进教师社会化研究从结构功能论到后结构功能论转向,主要有三种划分方式:两阶段模型、三阶段模型和四阶段模型。高校新进教师社会化的体验和结果同时受到个体和组织两类因素的影响,其中个体因素主要包括个体社会化策略、个体能力和主观感受,组织因素主要包括组织社会化策略、组织规范和氛围。由于高校新进教师在其博士生培养阶段和入职之后获得的支持不足,其社会化过程中面临预期阶段培训不够、角色模糊化和学术职业的高度不确定性等困境;女性、少数族裔教师面临的困难更加复杂。应从不同类型和层级、高校教师准聘制、海归教师群体多角度展开研究和应对。

The new faculty socialization has undergone a shift from structural function theory to post-struc⁃tural function theory.As for the stage of new faculty socialization,there are three theory models,namely the two-stage model,the three-stage model and the four-stage model.The experience and outcome of faculty social⁃ization are influenced by both individual and organizational factors.Individual factors mainly include individual socialization strategy,individual ability and subjective feeling,while organizational factors mainly include orga⁃nizational socialization strategy,organizational norms and atmosphere.Due to the insufficient support received during their doctoral training stage and after becoming a teacher,new faculty face various difficulties in the pro⁃cess of socialization,such as role ambiguity and high uncertainty of academic career;the difficulties faced by female and minority faculties are even more complex..Research and response should be conducted from multi⁃ple perspectives,including different types and levels,the pre-employment system for university teachers,and the group of returned overseas teachers.