CAJ | 학술논문

美国高校教师专业发展培训经历了从无到有的阶段，如今已经进入了“协统时代”。这个时代有着不同以往的鲜明特色，对高校教师培训工作提出了全新的挑战。“协统时代”的美国高校教师培训工作需要致力于满足教师职业的多种角色定位、应对学生群体的新变化，并适应高等教育教学、学习与学术的新范式。“协统时代”的培训工作在实践层面主要采取三种策略：扩大培训范围、丰富培训项目和加强项目评估。在这个时代，美国的高校教师培训工作已从早期“被边缘化”的状态一跃成为大学保持创造力的动力来源。
미국고교교사전업발전배훈경력료종무도유적계단，여금이경진입료“협통시대”。저개시대유착불동이왕적선명특색，대고교교사배훈공작제출료전신적도전。“협통시대”적미국고교교사배훈공작수요치력우만족교사직업적다충각색정위、응대학생군체적신변화，병괄응고등교육교학、학습여학술적신범식。“협통시대”적배훈공작재실천층면주요채취삼충책략：확대배훈범위、봉부배훈항목화가강항목평고。재저개시대，미국적고교교사배훈공작이종조기“피변연화”적상태일약성위대학보지창조력적동력래원。
After the development of more than fifty years, the faculty development practice in American universities and colleges has stepped into the Age of Networker. The new age has some distinctive features and challenging requirements. The faculty developers need to help balance the multiple roles required by the recta-profession, to help meet the needs of increas- ingly diversified college students groups, and to adapt to the new paradigm of teaching, learning and scholarship. In prac- tice, three key strategies arc undertaken, which are to enlarge the scope of trainees, to enrich the development programs and to implement program evaluations.