摘要
大学教师职业生涯发展可理解为一种广义的大学教师发展,阶段性是其最显著特征之一。通过对与发展需求、职业生涯发展及其阶段相关的研究进行梳理,并从教学、专业、组织与个人四个维度将需求与阶段结合分析后,发现大学教师发展需求在不同生涯阶段呈现出较大差异。对教学发展需求最迫切的是处于上岗适应期的教师,专业发展的需求程度普遍较高且突出反映在快速成长期与高原期,对组织发展需求主要体现在上岗适应期和退出期,个人发展需求则以上岗适应期、退出期及高原期为主,但总体水平偏低。造成这种差异的原因主要来自于个人环境与组织环境两方面的影响。此外,当前的研究虽然在职业生涯发展阶段、职业生涯发展影响因素以及促进大学教师职业生涯发展的对策等方面已取得一定成果,但仍存在较大的突破空间。
Faculty Career Development can be regarded as a broad sense of facuky development. One of its most prominent characteristics is the periodicity. This paper collected and reorganized a series of literatures related to the requirements of faculty development-- ＇ the requirements of development＇ , ＇ the career development ＇ and its sta- ges from referring to the China National Knowledge Infrastructure （CNKI） , and found that the requirements of fac- ulty development were quite different in the various career stages after the analysis which combined ＇ the require- ments＇ with ＇ different stages＇ from four dimensions ： teaching, professional, organizational and individual develop- ment respectively. Specifically, （ 1 ） it is extremely important for requirements of teaching development of faculty in the career entry stage; （2） professional development requirements are generally high, especially in the rapid growth stage and the plateau period; （3） it is primary for requirements of organizational development of faculty in the career entry and disengagement stage ; （4） it is cardinal for requirements of individual development of faculty in the career entry, disengagement and plateau period, but it is lower in general. There is a reason why can be resul- ted in these differences from two aspects： individual and organizational circumstances. Besides, although present studies have made some achievements in terms of the career development stages, the influencing factors of career development and some strategies for enhancing faculty career development, it still exists a larger space to make fur- ther breakthrough.
出处
《集美大学学报（教育科学版）》
2015年第1期6-13,共8页
Journal of Jimei University：Education Science Edition
基金
教育部人文社会科学重点研究基地重大项目立项"大学教师发展的理念
内涵
方式与动力"(14JJD880003)
