【作者】 张晓霞；

【导师】 杨迎平；

【作者基本信息】 山西大学 ， 高等教育学， 2021， 硕士

【摘要】 长期以来,人们更为关注公办高校教师的专业发展,而对于民办高校教师的专业发展缺乏关注。事实上,这种片面的关注,对于高校教师专业素质、教师队伍建设水平的整体提高而言并不能称之是“科学的关注”。除此以外,人们在对教师专业发展进行研究时,往往忽略了教师的主体地位,更愿意从如何促进教师专业发展入手,即把教师专业发展看作是学校管理的一个方面进行研究。事实上,这种研究主体客体化的倾向往往会忽略高校教师内在的价值需求和动力,进而导致教师专业发展在实践中遭遇“瓶颈”。本研究将试图突破以往研究高校教师专业发展的局限,以山西省K学院为例,跳出师资管理视角,以教师为主体探究民办高校教师专业发展。首先,在梳理和分析相关概念的基础上,对民办高校教师专业发展概念进行阐释。即受教师个体因素的影响,如专业发展意识、职业认同等,在政策法规、专项经费等社会支持下,民办高校为教师提供各种正式或非正式的学习、发展的条件和机会,如基础设施、专业发展机制等,促进教师在职业生涯的各个阶段熟练掌握知识和技能,最终在教育教学、科学研究、社会服务等方面不断提升、走向成熟的过程。其次,采用叙事研究方法,在对访谈对象进行筛选的基础上,最终选取山西省K学院四名教师进行深度访谈,以其专业发展故事为基本研究线索,走进民办高校教师专业发展场域,透视当前民办高校教师的专业发展状态。再次,以生物生态系统理论为基础,从个体、学校、社会三个层面对民办高校教师的专业成长故事进行探析,并分析其影响因素,即个体层面的专业发展意识、职业认同、家庭因素;学校层面的基础设施、专业发展机制、制度体系、交往关系;社会层面的政策法规、专项资金、社会舆论、信息化技术。最后,结合民办高校发展实际从个体调适、组织支持、宏观把控三方面为民办高校教师专业发展提出建议。个体调适方面,加强自主发展的教师自觉,即提高发展意识,实现自主发展;保持终身学习,加强职业认同;合理分配时间,工作家庭两不误。学校层面,打造共谋发展的学校生态,即完善基础设施建设;营造领导重视、同事合作、师生教学相长的发展环境;有效落实专业发展机制;优化制度体系。宏观把控方面,创造可持续发展的社会环境,即完善法律法规,适当解决编制和社会保障问题;多渠道筹集资金,保证专项资金投入;转变偏见,营造良好舆论环境;信息化技术与专业发展活动相融合。更多还原

【Abstract】 For a long time,more attention has been paid to the professional development of teachers in public colleges and universities,but less attention has been paid to the professional development of teachers in private colleges and universities,which is an important part of higher education.As a matter of fact,this one-sided concern cannot be called "scientific concern" for the overall improvement of the professional quality of college teachers and the construction level of teachers.In addition,when studying teacher professional development,people tend to ignore the dominant position of teachers in the process of teacher professional development.Instead,they are more willing to start with how to improve and strengthen teacher professional development from a realistic perspective,that is,to study teacher professional development as an aspect of school management.In fact,this tendency of objectification of research subjects often ignores the intrinsic value needs and motivation of university teachers,which leads to the "bottleneck" of teacher professional development in practice.This study will try to break through the limitations of previous studies on the professional development of teachers in colleges and universities.Taking K University of Shanxi Province as an example,this study will jump out of the perspective of teacher management and explore the professional development of teachers in private colleges and universities with teachers as the main body.First of all,on the basis of combing and analyzing the concept of teachers’ professional development in private colleges and universities,the connotation of teachers’ professional development in private colleges and universities is further clarified.In private colleges,under the teacher’s individual consciousness and the influence of professional identity,professional development under the policies and regulations,special funds such as social support,school for teachers to provide all kinds of formal or informal learning,development conditions and opportunities,such as infrastructure,such as professional development mechanism,promote teachers at all stages of career mastering knowledge and skills,ultimately in the education teaching,scientific research and social service growing and mature process.Secondly,using the narrative research method,on the basis of the selection of interview objects,four teachers from K University of Shanxi Province were selected for in-depth interviews.With their professional development stories as the basic research clues,they walked into the field of teachers’ professional development in private colleges and universities to perspective the current status of teachers’ professional development in private colleges and universities.Thirdly,based on the theory of biological ecosystem,this paper analyzes the professional growth story of teachers in private colleges and universities from three levels of individuals,schools and society,and analyzes its influencing factors,namely,professional development consciousness,professional identity and family factors at the individual level.School level infrastructure,professional development mechanism,institutional system,communication relationship;Policies and regulations at the social level,special funds,public opinion,information technology.Finally,combining with the actual development of private colleges and universities,this paper puts forward some suggestions for the professional development of teachers in private colleges and universities from three aspects: individual adjustment,organizational support and macro control.In terms of individual adjustment,teachers’ self-consciousness of self-development should be shaped,that is,teachers’ consciousness of self-development should be enhanced to realize self-development.Maintain lifelong learning and strengthen professional identity;Make a good balance between work and home.At the school level,to create a school ecology for common development,that is,to improve infrastructure construction;To create a development environment in which leaders value,colleagues cooperate and teachers and students learn from each other;Effective implementation of professional development mechanisms;Optimize the institutional system.In macro control,we should create a social environment for sustainable development,that is,improve laws and regulations,and properly solve the problems of staffing and social security.Raise funds through multiple channels to ensure special fund investment;Change prejudice and create a good environment of public opinion;Integration of information technology and professional development activities.更多还原