美国大学教师发展研究：历史的视角
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摘要
教师是大学存在和发展的基础,是大学最重要的人力资源。教师的质量和水平直接影响着大学学术产出和所提供高等教育的质量,间接影响着大学获取各种社会资源的能力。如何保持教师的质量,促进教师的发展与成长已经成为当今世界各国大学关注的一个焦点。在促进教师发展方面,美国大学走在了世界前列。面对高等教育内外环境的变化,美国大学从19世纪下半叶开始探索并逐步形成了一系列有效促进大学教师发展的成熟模式和成功经验。大学教师发展已经成为美国大学在复杂环境中应对挑战,获取资源、赢得发展空间的关键性措施。同时,重视通过开展丰富多样的大学教师发展项目和活动来培养高水平的教师,保持高等教育质量,也成为美国大学能够闻名于世的重要原因之＋
本文以辩证唯物主义和历史唯物主义的方法论为指导,综合运用文献分析、比较法、典型案例法等研究方法,在充分占有史料的基础上,仔细考察了美国大学教师发展的演变历程,深入探索了美国大学教师发展的动力机制、主要特征和历史逻辑。
全文由绪论、主体和结语三部分组成。
绪论部分从选题缘由和研究意义入手,进而对美国大学教师发展的文献和相关概念进行了综述和界定,在此基础上阐述了本文的研究思路、方法和创新之处。
主体部分分为四章。每一章探索了美国大学教师发展的一个历史时期：“学者时代”(19世纪下半叶至20世纪60年代中期)、“教学者时代”(20世纪60年代中期至20世纪80年代)、“发展者时代”(20世纪80年代)和“全纳时代”(20世纪90年代至今)。每一章都在充分考察影响大学教师发展的高等教育背景因素之后,重点阐述了大学教师发展在观念和实践上的变化,进而探析了美国大学教师发展的阶段特征。具体而言,每一章论述的重点又有所不同。第一章在对美国大学教师学术职业化早期历程和学术休假起源考察的基础上,确定了美国大学教师发展的起源,进而探析了美国大学教师发展实践的早期形态,分析了“学者时代”美国大学发展的专业发展取向。第二章探索了美国高等教育危机时代大学教师发展兴起的原因、动力和过程,重点探索了大学教师发展观念的形成过程和大学教师发展实践的组织化历程,分析了“教学者时代”美国大学教师发展的教学发展取向。第三章重点探析了“发展者时代”教育质量问责和市场化压力之下美国大学教师发展从单一目标(专业发展或教学发展)向满足大学教师职业发展需要的多维目标(专业发展、教学发展和个人发展)的专业化转变。第四章重点探析了“全纳时代”美国大学教师发展面对来自高等教育内外的多元挑战,不断扩张与结盟,开拓新领域,达到全面发展和繁荣的过程。
结语部分概括了美国大学教师发展百余年历程中的几项重要结论、主要经验与启示。
Faculties are the basis of a university's existence and development, they are the most important human resources of a university. The faculty's quality has a direct impact on the quality of the university's academic output and teaching,and has a indirect impact on the university's ability to get social resources. Today, universities all round the world have paid attention to the quality of their faculties. In facilitating faculty development, American universities are at the forefront. Responding to the change of society and higher education, American universities began to exploring faculty development in the second half of the19th century and have formed some mature faculty development models and gained some successful experiences. Faculty development has become a key strategic measure to acquire resources and win development space in the complex social environment for American universities. Maintaining the higher quality Faculty through Faculty development is a reason why American universities are famous worldwide.
This dissertation, guided by the methodology of dialectical materialism and historical materialism, based on the sufficient historical materials, reviews the history of American faculty development. It uses the research methods of literature analysis, Comparison and case study, probes into American faculty development's dynamic system and main features, and explores the historic logic of American faculty development.
This dissertation consists of the introduction, the main body and the conclusion.
The introduction analyses the cause and meaning of study on American faculty development, reviews former studies of American faculty development, defines the related notion of faculty development, and puts forward the research thinking and methods.
The main body comprises of four chapters. Each chapter explores a historical period of American faculty development. There are four periods of American faculty development--the period of scholars (from the second half of19th century to the mid-1960s), the period of instructors (from the mid-1960s to the1980s), the period of developers (the1980s) and the period of full inclusion (since the1990s). In each chapter, the changes of faculty development ideas and practices based on the analysis of the background of American higher education are explored, and then the characteristics of American faculty development in each period are summarized. More specifically. Chapter one probes into the origin of American faculty development after inspecting the history of early American academic profession and the sabbatical leaves, explores the early forms of faculty development, and analyzes the professional development orientation of American faculty development practices in the period of scholars. Chapter two probes into the process of the rise of faculty development in the higher education crisis, explores the formation of faculty development conception and the systemization of faculty development practices, and analyzes the instructional development orientation of American faculty development practices in the period of instructors. Chapter three explores the transformation of American faculty development from a single goal (professional development or instructional development) to multidimensional goals (professional development, instructional development and personal development) under the press of marketization and accountability of higher education. Chapter four explores the process of the prosperity of American faculty development through expanding itself to new horizons and alliances.
The conclusion summarizes some regular pattern of American faculty development.
本文以辩证唯物主义和历史唯物主义的方法论为指导,综合运用文献分析、比较法、典型案例法等研究方法,在充分占有史料的基础上,仔细考察了美国大学教师发展的演变历程,深入探索了美国大学教师发展的动力机制、主要特征和历史逻辑。
全文由绪论、主体和结语三部分组成。
绪论部分从选题缘由和研究意义入手,进而对美国大学教师发展的文献和相关概念进行了综述和界定,在此基础上阐述了本文的研究思路、方法和创新之处。
主体部分分为四章。每一章探索了美国大学教师发展的一个历史时期：“学者时代”(19世纪下半叶至20世纪60年代中期)、“教学者时代”(20世纪60年代中期至20世纪80年代)、“发展者时代”(20世纪80年代)和“全纳时代”(20世纪90年代至今)。每一章都在充分考察影响大学教师发展的高等教育背景因素之后,重点阐述了大学教师发展在观念和实践上的变化,进而探析了美国大学教师发展的阶段特征。具体而言,每一章论述的重点又有所不同。第一章在对美国大学教师学术职业化早期历程和学术休假起源考察的基础上,确定了美国大学教师发展的起源,进而探析了美国大学教师发展实践的早期形态,分析了“学者时代”美国大学发展的专业发展取向。第二章探索了美国高等教育危机时代大学教师发展兴起的原因、动力和过程,重点探索了大学教师发展观念的形成过程和大学教师发展实践的组织化历程,分析了“教学者时代”美国大学教师发展的教学发展取向。第三章重点探析了“发展者时代”教育质量问责和市场化压力之下美国大学教师发展从单一目标(专业发展或教学发展)向满足大学教师职业发展需要的多维目标(专业发展、教学发展和个人发展)的专业化转变。第四章重点探析了“全纳时代”美国大学教师发展面对来自高等教育内外的多元挑战,不断扩张与结盟,开拓新领域,达到全面发展和繁荣的过程。
结语部分概括了美国大学教师发展百余年历程中的几项重要结论、主要经验与启示。
Faculties are the basis of a university's existence and development, they are the most important human resources of a university. The faculty's quality has a direct impact on the quality of the university's academic output and teaching,and has a indirect impact on the university's ability to get social resources. Today, universities all round the world have paid attention to the quality of their faculties. In facilitating faculty development, American universities are at the forefront. Responding to the change of society and higher education, American universities began to exploring faculty development in the second half of the19th century and have formed some mature faculty development models and gained some successful experiences. Faculty development has become a key strategic measure to acquire resources and win development space in the complex social environment for American universities. Maintaining the higher quality Faculty through Faculty development is a reason why American universities are famous worldwide.
This dissertation, guided by the methodology of dialectical materialism and historical materialism, based on the sufficient historical materials, reviews the history of American faculty development. It uses the research methods of literature analysis, Comparison and case study, probes into American faculty development's dynamic system and main features, and explores the historic logic of American faculty development.
This dissertation consists of the introduction, the main body and the conclusion.
The introduction analyses the cause and meaning of study on American faculty development, reviews former studies of American faculty development, defines the related notion of faculty development, and puts forward the research thinking and methods.
The main body comprises of four chapters. Each chapter explores a historical period of American faculty development. There are four periods of American faculty development--the period of scholars (from the second half of19th century to the mid-1960s), the period of instructors (from the mid-1960s to the1980s), the period of developers (the1980s) and the period of full inclusion (since the1990s). In each chapter, the changes of faculty development ideas and practices based on the analysis of the background of American higher education are explored, and then the characteristics of American faculty development in each period are summarized. More specifically. Chapter one probes into the origin of American faculty development after inspecting the history of early American academic profession and the sabbatical leaves, explores the early forms of faculty development, and analyzes the professional development orientation of American faculty development practices in the period of scholars. Chapter two probes into the process of the rise of faculty development in the higher education crisis, explores the formation of faculty development conception and the systemization of faculty development practices, and analyzes the instructional development orientation of American faculty development practices in the period of instructors. Chapter three explores the transformation of American faculty development from a single goal (professional development or instructional development) to multidimensional goals (professional development, instructional development and personal development) under the press of marketization and accountability of higher education. Chapter four explores the process of the prosperity of American faculty development through expanding itself to new horizons and alliances.
The conclusion summarizes some regular pattern of American faculty development.
引文
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4其中收录的文章有：Freedman M, Sanford N. The Faculty Member: Yesterday and Today[J]; Axelrod J. The Professor as Artist at Teaching[J]; Bloom M, Ralph N, Freedman M. Patterns of Faculty Response to Growing Student Diversity[J]; Bloom M, Freedman M. Personal History and Professional Career[J]; Ralph N. Stages of Faculty Development[J]; Ralph N, Freedman M. InnovativeColleges: Challenge to Faculty Development[J]; Gerth D R. Institutional Approaches to Faculty Development[J]; Noonan J F. Faculty Development through Experimentation and Interinstitutional Cooperation[J]; Man M F. Facilitating Faculty Development[J]; Ralph N, Freedman M. Additional resources[J].
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1斯坦福·埃里克森教授是学习和培训领域方面的专家,在担任中心主任之前是范德堡大学心理系主任.
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1 Alexander Lawrence T.,Yelon Stephen L., Instructional Development Agencies in Higher Education[C]. East Lansing, Michigan:Michigan State University,1972.38.
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1 Nicklin J. K. As its President Retired,Bush Foundation is Praised for its Support of Faculty Development[J]. The Chronicle of Higher Education,1996,43(4):A41.
2 Gaff J. G.Simpson R. D. Faculty Development in the United States[J], Innovative Higher Education,1994, 18(3):174.
3林杰.美国大学教师发展运动的历程、理论与组织[M].比较教育研究,2006.(12)：30-34.
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2 Felten Peter, Pingree Allison. Centers for Teaching Improvement in Colleges and Universities - Terms, History, Resources and Services, Leadership and Constituencies, Assumptions and Impact [EB/OL]. http://education.stateuniversity.com/pages/1818/Centers-Teaching-Improvement-in-Colleges-Universities.html, 2011-12-16.
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5奎勒(Gary Quehl)是当时美国小型学院促进协会(Council for the Advancement of small Colleges,CASC)的主席,沃米利(Dyke Vermillye)是当时美国高等教育协会(American Association for Higher Education, AAHE)的主席,两者都是20世纪70年代美国高等教育界非常有影响力的人物。伯奎斯特(William H. Bergquist)是大学教师发展理论和实践的奠基者之一。三者在当时都负责和指导了一些大学和学院的大学教师发展项目.
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1据美国1965年《高等教育法》规定,历史上传统的黑人大学和学院指在1964年前建立的,并且以美国黑人教育作为主要使命的大学和学院。这些院校主要位于美国东南部、哥伦比亚特区和维尔京群岛(Virgin Islands)地区,包括40个公立和49个私立的四年制院校,11个公立和5个私立的二年制院校。
2 Dawkins Phyllis Worthy. Learning Communities Growing in Historically Black College and Univerisities[EB/OL]. www.evergreen.edu/washcenter/resources/.../PDawkins article.pdf.
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11993年,国际教育发展联合体成立于英国牛津,最初会员仅为英国大学教师与教育发展协会的会员,基本没有其它国家的会员,并且组织机构也不健全,很少组织国际性的活动。1995年,伴随着美国、德国、加拿大、芬兰、新西兰、挪威、南非、丹麦等国家的全国性大学教师发展组织的加盟,该联合体才成为一个真正的国际性大学教师发展组织。所以,这里将其成立时间视为1995年。目前,该联合体已经有22个会员。
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2刘绪贻,杨生茂总主编.刘绪贻,韩铁,李存训著.美国通史(第六卷)战后美国史[M].北京：人民出版社,2008.352.
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4其中收录的文章有：Freedman M, Sanford N. The Faculty Member: Yesterday and Today[J]; Axelrod J. The Professor as Artist at Teaching[J]; Bloom M, Ralph N, Freedman M. Patterns of Faculty Response to Growing Student Diversity[J]; Bloom M, Freedman M. Personal History and Professional Career[J]; Ralph N. Stages of Faculty Development[J]; Ralph N, Freedman M. InnovativeColleges: Challenge to Faculty Development[J]; Gerth D R. Institutional Approaches to Faculty Development[J]; Noonan J F. Faculty Development through Experimentation and Interinstitutional Cooperation[J]; Man M F. Facilitating Faculty Development[J]; Ralph N, Freedman M. Additional resources[J].
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1斯坦福·埃里克森教授是学习和培训领域方面的专家,在担任中心主任之前是范德堡大学心理系主任.
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6 Alexander Lawrence T.,Yelon Stephen L., Instructional Development Agencies in Higher Education[C]. East Lansing, Michigan:Michigan State University,1972.120.
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1 Alexander Lawrence T.,Yelon Stephen L., Instructional Development Agencies in Higher Education[C]. East Lansing, Michigan:Michigan State University,1972.38.
2 Alexander Lawrence T.,Yelon Stephen L., Instructional Development Agencies in Higher Education[C]. East Lansing, Michigan:Michigan State University,1972.87.
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1 Nicklin J. K. As its President Retired,Bush Foundation is Praised for its Support of Faculty Development[J]. The Chronicle of Higher Education,1996,43(4):A41.
2 Gaff J. G.Simpson R. D. Faculty Development in the United States[J], Innovative Higher Education,1994, 18(3):174.
3林杰.美国大学教师发展运动的历程、理论与组织[M].比较教育研究,2006.(12)：30-34.
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2 Felten Peter, Pingree Allison. Centers for Teaching Improvement in Colleges and Universities - Terms, History, Resources and Services, Leadership and Constituencies, Assumptions and Impact [EB/OL]. http://education.stateuniversity.com/pages/1818/Centers-Teaching-Improvement-in-Colleges-Universities.html, 2011-12-16.
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5奎勒(Gary Quehl)是当时美国小型学院促进协会(Council for the Advancement of small Colleges,CASC)的主席,沃米利(Dyke Vermillye)是当时美国高等教育协会(American Association for Higher Education, AAHE)的主席,两者都是20世纪70年代美国高等教育界非常有影响力的人物。伯奎斯特(William H. Bergquist)是大学教师发展理论和实践的奠基者之一。三者在当时都负责和指导了一些大学和学院的大学教师发展项目.
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4 Centra John A. Faculty Development Practices in U.S. Colleges and Universities[R]. Princeton, New Jersey: Institutional Research Program in Higher Education, Educational Testing Service,1976.12.
1 Centra John A. Faculty Development Practices in U.S. Colleges and Universities[R]. Princeton, New Jersey: Institutional Research Program in Higher Education, Educational Testing Service,1976.14.
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1据美国1965年《高等教育法》规定,历史上传统的黑人大学和学院指在1964年前建立的,并且以美国黑人教育作为主要使命的大学和学院。这些院校主要位于美国东南部、哥伦比亚特区和维尔京群岛(Virgin Islands)地区,包括40个公立和49个私立的四年制院校,11个公立和5个私立的二年制院校。
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11993年,国际教育发展联合体成立于英国牛津,最初会员仅为英国大学教师与教育发展协会的会员,基本没有其它国家的会员,并且组织机构也不健全,很少组织国际性的活动。1995年,伴随着美国、德国、加拿大、芬兰、新西兰、挪威、南非、丹麦等国家的全国性大学教师发展组织的加盟,该联合体才成为一个真正的国际性大学教师发展组织。所以,这里将其成立时间视为1995年。目前,该联合体已经有22个会员。
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