教育科学 ›› 2021, Vol. 37 ›› Issue (3): 89-96.

• 高等教育研究 • 上一篇    

高校青年教师专业发展动力体系探析*

曹茂甲1, 姜华2   

  1. 1.大连理工大学 经济管理学院,辽宁 大连 116024
    2.大连理工大学 高等教育研究院,辽宁 大连 116024
  • 收稿日期:2020-06-15 出版日期:2021-05-15 发布日期:2021-07-13
  • 作者简介:曹茂甲(1984- ),男,辽宁沈阳人,大连理工大学经济管理学院博士后,助理研究员,主要从事高等教育管理、教师教育研究;|姜华(1963- ),男,辽宁沈阳人,大连理工大学高等教育研究院教授,博士生导师,主要从事大学治理与战略、教育测量与评价研究。
  • 基金资助:
    *辽宁省高等学校新型智库项目“双一流建设评价与推进战略研究”(XZK2019002)

Analysis on the Motivation System of Young University Teachers’ Professional Development

Cao Maojia1, Jiang Hua2   

  1. 1. School of Economics and Management, Dalian University of Technology, Dalian Liaoning 116024, China
    2. Graduate School of Education, Dalian University of Technology, Dalian Liaoning 116024, China
  • Received:2020-06-15 Online:2021-05-15 Published:2021-07-13

摘要:

本研究在对30位高校青年教师深度访谈的基础上,借鉴扎根理论对高校青年教师的动力结构、生成途径以及改进方式进行了系统分析,建构了高校青年教师专业发展动力的理论模型。研究结果显示,我国高校青年教师专业发展动力体系包括环境驱动、效能驱动、情感驱动和价值驱动四种相互关联的样态维度,主要通过外部激发、需求匹配、专业认同、价值联动的方式实现生成和发展。提升高校青年教师专业发展动力需要改革评价机制,锚定发展方向;尊重教师主体,匹配发展需求;营造良好氛围,提升专业认同;统一内外价值,激发成就动机。

关键词: 高校青年教师, 专业发展, 动力, 扎根理论

Abstract:

Based on in-depth interviews with 30 young university teachers, this study uses grounded theory to systematically analyze the motivation structure, generation methods and improvement methods of young university teachers, and construct a theoretical model of the professional development motivation of young university teachers. It concluded that the professional development motivation system of young university teachers in China includes four interrelated dimensions, namely environment, efficiency, emotion and value. It is generated and developed mainly through external stimulation, demand matching, professional identification and value linkage. To promote the professional development of young university teachers, it is necessary to reform the evaluation mechanism, anchor the development direction, respect teachers and match the development needs, create a good atmosphere to enhance professional identity and unify internal and external values and stimulate achievement motivation.

Key words: young university teachers, professional development, motivation, grounded theory

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