摘要
美国的大学教师发展运动起步于20世纪60年代后期,至70年代中期,一些学者开始提出关于大学教师发展的理论模型,对大学教师发展的概念、维度、组成部分及相互关系进行了界定和阐述,其中重要的理论模型主要有三个。这些模型立足于实践的基础和诸多学者的观点,进行了理论层次的提升。它们对于廓清大学教师发展的含义,设计大学教师发展的行动模型,指导大学教师发展项目的开展具有重要的意义。
The faculty development in America as a movement emerging in the late 1960s.Consequently in the middle of 1970s various conceptual models were offered by some scholars as a best way to understand the theory and practice of faculty development.Among them three models are very important which describe the ideas,components,dimensions and interrelation of faculty development.They are accurate reflections of faculty development practices and activities.Their conceptualizing processes are owed to many scholars.The knowledge of these models should help shed light on the meaning of faculty development.The activities and programs might best be conducted under its guidance.
出处
《现代大学教育》
CSSCI
北大核心
2007年第1期62-66,共5页
Modern University Education
关键词
美国
大学教师发展
理论模型
America
faculty development
conceptual model
