|本期目录/Table of Contents|

[1]李颖.大学教师发展需求的差异研究综述——基于不同职业生涯阶段的视角[J].集美大学学报(教育科学版),2015,16(01):6-13.
　LI Ying.Literature Review of the Differences in the Requirements of Faculty Development:Based on the Perspective of Different Faculty Career Stages[J].Journal of Jimei University(Education Science Edition),2015,16(01):6-13.
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大学教师发展需求的差异研究综述——基于不同职业生涯阶段的视角()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第16卷
期数:
2015年01期
页码:
6-13
栏目:
教师发展研究
出版日期:
2015-01-28

文章信息/Info

Title:
Literature Review of the Differences in the Requirements of Faculty Development:Based on the Perspective of Different Faculty Career Stages
作者:
李颖
（厦门大学教育研究院，福建厦门361005）
Author(s):
LI Ying
(Institute of Education, Xiamen University, Xiamen 361005, China)
关键词:
大学教师发展; 需求; 职业生涯发展; 差异
Keywords:
faculty development;  requirements;  career develop
分类号:
-
DOI:
-
文献标志码:
A
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。
Abstract:
Faculty Career Development can be regarded as a broad sense of faculty 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 stages from referring to the China National Knowledge Infrastructure (CNKI), and found that the requirements of faculty development were quite different in the various career stages after the analysis which combined ‘the requirements’ with ‘different stages’ from four dimensions: teaching, professional, organizational and individual development 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 resulted 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 further breakthrough.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2016-11-19