摘要
20世纪90年代以来,美国大学教师发展范式从限制性叙事范式走向成长性叙事范式。在此背景下,教学学术与教师发展逐渐整合并影响高校教师发展的走向。教学学术与教师发展整合体现在四个方面:依托课程、标准促进教学学术的知识发展;依托各种基金会推动教学学术的组织发展;依托学术会议和出版物加强教学学术共同体建设;依托各种研究基金、奖励激发教师投身教学学术项目。通过四个方面的建设,美国教学学术对教师发展的影响呈现综合性、全程化、学科化和专业化的特征。
Since 1990 s,American University teachers’ development paradigm haschanged from restrictive narrative to growing narrative. In this context,teaching scholarshipand teachers’ development were gradually integrated,which influenced the trend of univer-sity teachers’ development.This integration reflects in four aspects：relying on courses andstandards to promote the knowledge development of teaching scholarship,relying on vari-ous foundations to promote the organization development of teaching scholarship,relying onthe academic meetings and publications to strengthen the organization development ofteaching scholarship,and relying on a variety of research funds and incentives to stimulateteachers to join the projects of teaching scholarship. Through the construction of four as-pects,American university teachers’ development has influenced its university teachers’ development in characteristics of integration,whole process,subject-oriented and profes-sionalization.
出处
《外国教育研究》
CSSCI
北大核心
2017年第3期58-70,共13页
Studies in Foreign Education
关键词
美国
教学学术
高校教师发展
America
scholarship of teaching
development of university teacher
