CAJ | 학술논문

推进教师专业化发展已经成为世界各国高等教育发展的共同趋势和提升大学学术竞争力和人才培养质量的制度化措施，其内容包括帮助教师在教学、研究、服务、管理等各个方面的提高。我国高校教师专业化发展存在“专业发展”与“教学发展”理念疏离、科研至上、缺少学科对话和沿袭“旧三中心”模式等问题。根据各国已有经验和我国高校实际，适合我国高校教师发展的模式系统主要是平台支持模式、培训指导模式、自主发展模式和混合生成模式四类模式。
추진교사전업화발전이경성위세계각국고등교육발전적공동추세화제승대학학술경쟁력화인재배양질량적제도화조시，기내용포괄방조교사재교학、연구、복무、관리등각개방면적제고。아국고교교사전업화발전존재“전업발전”여“교학발전”이념소리、과연지상、결소학과대화화연습“구삼중심”모식등문제。근거각국이유경험화아국고교실제，괄합아국고교교사발전적모식계통주요시평태지지모식、배훈지도모식、자주발전모식화혼합생성모식사류모식。
Faculty professional development has already become a common trend in the global higher education field and is institutionalized as measures to improve academic competitiveness and education quality. Faculty professional development includes the efforts to help faculty members improve themselves in teaching,research,service and management. There exist such problems as alienation of professional development ideas from instructional development,supremacy of scientific research,lack of disciplinary dialogue and continuation of old teaching model. This paper brings forth four models of faculty development and the specific paths or ways, uses some instances to illustrate the feasibility of models and makes suggestions for improvement of current practices. The framework and models of faculty development is expected to facilitate the overall advancement of faculty professional development.