摘要
美国高校传统的新教师培训因为时间短、资源不充分、缺乏互动等导致新教师离职率居高不下和资源浪费而受到利益相关者的批评。社会化资源理论视角下的高校新教师四阶段培训模式促进了新教师的适应和发展。四阶段培训模式强调高校和新教师双方互动,要求高校根据入职前期、入职初期、正式工作时期和一周年结束后四个阶段新教师不同的社会化需要提供相应的社会资本资源和工作资源,承认、欣赏和奖励新教师。高校新教师四阶段培训模式逻辑体系严谨,但是也存在不同资源产出不明确和资源闲置的问题。
American traditional novice faculties orientation received lots of criticism from stakeholders because of its＇ short time, not enough resources, little interaction and deep information which lead to turnovers rate high and resources waste. Since the new cen- tury, colleges and universities in the USA adopt Novice Faculties Four-stage Onboarding Model to enhance novice faculties＇ adaption and development. The author analyses Novice Faculties Four-stage Onboarding Model theory based on the perspective of Socialization Re- sources Theory, which is a part of symbolic interaction theory paradigm and emphasizes in- teraction of both sides. Four-stage Onboarding Model requires the colleges and universities to afford novice faculties most needed resources and adopts efficient socialization events and program to enhance onboarding quality at the stage of prior to entry, immediately after entry, following orientations, following formal onboarding period, to give the novice faculties recognition, appreciation and reward. Four-stage Orientation Model has inherent logical system, but some resources ＇ socialization effect are not clarity, and some resources waste in practice.
出处
《外国教育研究》
CSSCI
北大核心
2016年第10期78-89,共12页
Studies in Foreign Education
基金
2016年江苏高校哲学社会科学研究项目"高职院校企业工作背景教师专业发展研究"(项目编号:2016SJB880056)
南京铁道职业技术学院2015年度立项课题"高职院校专业教师成长机制及途径研究"(项目编号:Y150006)
关键词
美国高校
新教师
四阶段培训模式
社会化资源理论
Colleges and Universities in the USA
Novice faculties
Four-stage On-boarding Model
Socialization Resources Theory
