高校新教师职业发展初探：职业适应与职业认同研究-清华大学教育研究

文章信息/Info

Title:: Work Adaptation and Professional Identity of University New Faculty： A Preliminary Study of Professional Development

Author(s):: JIN Ming-zhu¹ FAN Fu-min ²; School of Social Sciences，Tsinghua University

Keywords:: professional development; university faculty; professional identity; work adaptation; new employee training

摘要:: 本文通过问卷调查高校新教师的职业适应和职业认同水平来初步探索高校新教师的职业发展状态。来自北京市某高校的83名新入职教师参与了本研究。研究结果揭示该高校新教师的职业适应和职业认同水平总体较高，说明其职业发展状态较好，但会受到年龄、所在学科、国外工作经历的影响。具体而言，文科教师在人际关系方面要优于工科教师，有海外经历的教师在职业归属和行为倾向方面要优于没有海外经历的教师。此外，高校教师的职业适应和职业认同之间存在显著的正相关。这些研究成果有助于更加深刻理解高校教师的职业发展现状，并为各种岗前培训方案的设计和具体干预工作的开展提供依据。

Abstract:: This research presents a preliminary study which empirically investigates university faculty’s work adaptation and professional identity of during their professional development. A total of 83 faculty members from a major research university in mainland China were involved in this study. Results suggest that they showed relatively high levels of work adaptation and professional identity, but both of which were influenced by their ages, disciplines, and professional overseas experiences. Specifically, faculty members in the discipline of humanities self-assessed themselves with higher scores in the interpersonal relation than their colleague of the science subjects. In addition, faculty members with overseas experience showed a stronger sense of belonging and a more adaptive behavior disposition than those without overseas experience. The results also reveal significant positive correlations between the scores of work adaptation and professional identity. These preliminary findings allow the researchers to better understand the career development of university faculty, and have direct implications in the design of new employee training program and intervening measure.

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