英国高校教师发展研究
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摘要
高校教师发展是提高高等教育质量的内在要求。从本质上讲,高校教师发展是教师的自主发展和自我提高,其内涵包括学术水平的提高、教师职业知识和技能的发展以及师德修养的提高。英国高校教师发展经历了较长的历史,其在发展标准、组织机构、实施模式等方面都积累了较为丰富的经验,并形成了较为完备的高校教师发展体系。
在上个世纪50年代到60年代,英国高等教育实现了从精英教育模式向大众化教育模式的转变,在这样的背景下,高校教师的发展问题被提上了议事日程。高校教师的专业发展在整个历程中经历了萌芽时期、生长时期、成熟时期和专业化发展时期。
教师专业发展依据特定的发展标准对教师进行遴选、评价和晋升。2006年,英国出台第一部高校教师专业标准即《英国高校教师专业发展标准框架》(UKPSF),这是英国高校教师发展走向专业化发展的标志。该标准主要包括三个维度,即高校教师的主要活动领域,高校教师应拥有的核心知识,高校教师应乘持的专业价值。同时,标准体系还列出了高等教育环境中的典型教学和辅助学习角色的四大分类,及其主要特征的一套规则。
高校教师的专业发展活动需要依托一定的组织机构来实现。在英国,高校教师发展经历了精英教育阶段的无组织、以教师个人为主的形式到大众化时期国家主导的有组织、有规划的高校教师发展过程,到今天已经形成了高校教师发展的体系机构,包括由教育部牵头成立的政府组织机构(如英格兰高等教育拨款委员会(Higher Education Funding Council for England)、由民间自发设立的中介组织机构(如高校教师与高等教育发展协会(Staff and Educational Development Association)和各高校内部建立的校本组织机构如“教师发展中心”。这些组织机构为促进教师的专业发展起着不同的作用。其中政府依托相关部门对高校教师发展进行宏观调控,各高校教师发展的组织机构则为所有教师和科研人员开展各种培训,为广大教师提供咨询与评估服务,建立资源共享平台,以及进行理论研究。
在高校教师发展模式上,有由国家以项目计划推进的全国性的模式,也有在高校学校层面的彼此间的结对合作模式。在实施的内容方面,主要围绕教师的教学实践能力、学术能力、管理能力以及个人发展几个方面设置相应的课程及内容,并通过面授、在线学习、网络学习以及电话会议等途径得以实施。在对高校教师专业发展的评估问题上,主要依照《英国高校教师专业发展标准框架》(UKPSF)的要求加以评估,其方式有高佼教师发展机构之外的评估、机构的内部评估、同事评估以及教师的自我反思评估等评估形式。
英国高校教师专业发展经过多年的发展,已经形成了自身鲜明的特色。从特点上看,高校教师发展的过程中注重政策体系的支持与保障,注重建立层次明确的组织模式,注重专业标准的引领性和指导性,注重评估方式的可行性和监督性,注重激励机制的有效性和多样性,注重项目设计的多元化和人性化。但也面临一些问题和挑战,在接下来的发展中,优化机制、注重评估、强化教师的主体意识可能是英国高校教师发展的方向。
Staff development of higher education teachers is motivation of promoting the quality of higher education. Basically, the autonomous development and self-improvement of higher education teachers consist of the raising of their academic competence and development of their professional knowledge, skills and ethics. What is new in this dissertation is the tentative systematic study of the history, standards, organization, developing modes, basic principles and gradual systematic process of the professional development of higher education teachers in British.
During the50th and the60th of the last century, British higher education transferred from elite education mode to mass education mode. Under that background, development of higher education teachers was put forward. By studying its history, this dissertation puts it into four periods:germination period, growing period, maturation period and professionalization period.
Standards of teachers' professional development is the important basis for their selection, evaluation and promotion of teachers. The UK Professional Standards Framework was published in2006and became the first standard of its kind. It reflects the requirement of professional development of higher education teachers. It discusses three factors:their working field, core knowledge and professional value owned by them. At the same time, this standard also lists four categories of typical teaching and assisted learning in higher education and the whole system of its features.
The staff development can only be realized by certain organizations. In Britain, it began from the unorganized elite period featured by focusing on the development of individual teachers, the period of popularization during which the country played an role of organizer and carried out its plans, to the recent period characterized by the systematic development of various originations. Now it contains governmental organizations sponsored by Ministry of Education, such as Higher Education Funding Council for England, and agencies like Staff and Educational Development Association, and relative organizations and teacher centers in universities and colleges. They extert different influences to the professional development of teachers. Relying on other organizations, the government plays the role of macro-control. Relative organizations and teacher centers in universities and colleges provide training for the faculty and researchers, offer counseling and evaluation services for teachers, establish resource sharing platform and do theoretical research.
As for the models of staff development, there are national project model, and partnership mode formed among schools. It can be realized by setting up curriculums centering around teaching practice, academic ability, administrative competence and personal development of teachers and adopting ways like face-to-face teaching, online study, network learning and teleconference. Concerning the problem of evaluation, it is based on the requirements of UKPSF. Besides, it comes from evaluations carried out in and out of organizations for professional development of higher education teachers, colleague evaluation and self reflection and evaluation by themselves.
Over the past years, staff development has formed its unique characteristics. Factors like Policy support and guarantee, organization and modes with clear gradation, guiding and instructive role of its standards, feasibility and supervising role, effectiveness and variety of incentive mechanism, diversification and humanized nature are attached great importance to and emphasized. The future direction for the professional development of higher education teachers will be optimizing the systems, emphasizing its evaluation and enhancing teachers' subjective consciousness.
在上个世纪50年代到60年代,英国高等教育实现了从精英教育模式向大众化教育模式的转变,在这样的背景下,高校教师的发展问题被提上了议事日程。高校教师的专业发展在整个历程中经历了萌芽时期、生长时期、成熟时期和专业化发展时期。
教师专业发展依据特定的发展标准对教师进行遴选、评价和晋升。2006年,英国出台第一部高校教师专业标准即《英国高校教师专业发展标准框架》(UKPSF),这是英国高校教师发展走向专业化发展的标志。该标准主要包括三个维度,即高校教师的主要活动领域,高校教师应拥有的核心知识,高校教师应乘持的专业价值。同时,标准体系还列出了高等教育环境中的典型教学和辅助学习角色的四大分类,及其主要特征的一套规则。
高校教师的专业发展活动需要依托一定的组织机构来实现。在英国,高校教师发展经历了精英教育阶段的无组织、以教师个人为主的形式到大众化时期国家主导的有组织、有规划的高校教师发展过程,到今天已经形成了高校教师发展的体系机构,包括由教育部牵头成立的政府组织机构(如英格兰高等教育拨款委员会(Higher Education Funding Council for England)、由民间自发设立的中介组织机构(如高校教师与高等教育发展协会(Staff and Educational Development Association)和各高校内部建立的校本组织机构如“教师发展中心”。这些组织机构为促进教师的专业发展起着不同的作用。其中政府依托相关部门对高校教师发展进行宏观调控,各高校教师发展的组织机构则为所有教师和科研人员开展各种培训,为广大教师提供咨询与评估服务,建立资源共享平台,以及进行理论研究。
在高校教师发展模式上,有由国家以项目计划推进的全国性的模式,也有在高校学校层面的彼此间的结对合作模式。在实施的内容方面,主要围绕教师的教学实践能力、学术能力、管理能力以及个人发展几个方面设置相应的课程及内容,并通过面授、在线学习、网络学习以及电话会议等途径得以实施。在对高校教师专业发展的评估问题上,主要依照《英国高校教师专业发展标准框架》(UKPSF)的要求加以评估,其方式有高佼教师发展机构之外的评估、机构的内部评估、同事评估以及教师的自我反思评估等评估形式。
英国高校教师专业发展经过多年的发展,已经形成了自身鲜明的特色。从特点上看,高校教师发展的过程中注重政策体系的支持与保障,注重建立层次明确的组织模式,注重专业标准的引领性和指导性,注重评估方式的可行性和监督性,注重激励机制的有效性和多样性,注重项目设计的多元化和人性化。但也面临一些问题和挑战,在接下来的发展中,优化机制、注重评估、强化教师的主体意识可能是英国高校教师发展的方向。
Staff development of higher education teachers is motivation of promoting the quality of higher education. Basically, the autonomous development and self-improvement of higher education teachers consist of the raising of their academic competence and development of their professional knowledge, skills and ethics. What is new in this dissertation is the tentative systematic study of the history, standards, organization, developing modes, basic principles and gradual systematic process of the professional development of higher education teachers in British.
During the50th and the60th of the last century, British higher education transferred from elite education mode to mass education mode. Under that background, development of higher education teachers was put forward. By studying its history, this dissertation puts it into four periods:germination period, growing period, maturation period and professionalization period.
Standards of teachers' professional development is the important basis for their selection, evaluation and promotion of teachers. The UK Professional Standards Framework was published in2006and became the first standard of its kind. It reflects the requirement of professional development of higher education teachers. It discusses three factors:their working field, core knowledge and professional value owned by them. At the same time, this standard also lists four categories of typical teaching and assisted learning in higher education and the whole system of its features.
The staff development can only be realized by certain organizations. In Britain, it began from the unorganized elite period featured by focusing on the development of individual teachers, the period of popularization during which the country played an role of organizer and carried out its plans, to the recent period characterized by the systematic development of various originations. Now it contains governmental organizations sponsored by Ministry of Education, such as Higher Education Funding Council for England, and agencies like Staff and Educational Development Association, and relative organizations and teacher centers in universities and colleges. They extert different influences to the professional development of teachers. Relying on other organizations, the government plays the role of macro-control. Relative organizations and teacher centers in universities and colleges provide training for the faculty and researchers, offer counseling and evaluation services for teachers, establish resource sharing platform and do theoretical research.
As for the models of staff development, there are national project model, and partnership mode formed among schools. It can be realized by setting up curriculums centering around teaching practice, academic ability, administrative competence and personal development of teachers and adopting ways like face-to-face teaching, online study, network learning and teleconference. Concerning the problem of evaluation, it is based on the requirements of UKPSF. Besides, it comes from evaluations carried out in and out of organizations for professional development of higher education teachers, colleague evaluation and self reflection and evaluation by themselves.
Over the past years, staff development has formed its unique characteristics. Factors like Policy support and guarantee, organization and modes with clear gradation, guiding and instructive role of its standards, feasibility and supervising role, effectiveness and variety of incentive mechanism, diversification and humanized nature are attached great importance to and emphasized. The future direction for the professional development of higher education teachers will be optimizing the systems, emphasizing its evaluation and enhancing teachers' subjective consciousness.
引文
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[1]Apply for a Doctoral Programme grant [EB/OL]. http://www.heacademy.ac.uk/ doctoral-programme/grants,2012-11-30.
[2]Apply for an International Scholarship Scheme grant [EB/OL]. http://www.heacademy.ac. uk/international-scholarship-scheme/grants,2012-11-30.
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