荷兰莱顿大学教师发展工作运行机制探析

荷兰莱顿大学的教师发展工作,以教学研究院为核心,协同人力资源管理部与教师委员会形成了“发展对话-教师研究-活动落实-质量评估”循环作用的教师发展工作运行机制:对话学校与教师发展需求,形成教师个性化发展契约与发展共识;研究教师发展规律,在教师理论基础上指向具体学科与教学法,提高研究的实践指导价值;落实教师发展项目,严格把好大学教师资格关卡,配套个性化可选择性发展项目;评估教师发展质量,在“校内评估、校外评估和政府监督”质量监控框架下,改进教师发展工作。在扩展国际研究视野基础上,借鉴莱顿大学有效的教师发展工作运行经验,反思中国高校教师发展的工作实践,有必要在“学校与教师对话”“教师研究主题”“活动设计落实”“发展质量监控”等方面进一步精细化相关工作,从而促进高校高质量教师队伍建设,推进高等教育内涵式发展。

The Operating Mechanism of Faculty Development in Leiden University in the Netherlands

With the teaching research institute as the core,and coordinated by the human resources management department and the teacher committee,the operating mechanism of faculty development of Leiden University in the Netherlands has formed into a cyclical operation mechanism of“development dialogue-teacher research-activity implementation-quality evaluation”:having dialogue with the development needs of schools and teachers,and forming a teacher′s personalized development contract and development consensus;studying the law of teacher development,pointing to specific disciplines and pedagogy based on teacher theory,and improving the practical guidance value of research;implementing teacher development projects and strictly controlling the qualifications of university teachers checkpoints,supporting personalized and selective development projects;assessing the quality of teacher development,and improving teacher development under the quality control framework of“in-school evaluation,off-campus evaluation,and government supervision”.On the basis of expanding international research horizons,learning from Leiden University′s effective teacher development work experience,and reflecting on the work practice of Chinese colleges and universities teacher development,it is necessary to further refine the related work in“School-Teacher Dialogue”,“Teacher Research Topics”,“Activity Design Implementation”,and“Development Quality monitoring”,so as to promote the construction of high-quality teachers in universities and promote the connotative development of higher education.