預期理論視角下高校教師發展育教性分祈——以美国高校教师发展实践为例

Evaluating the Effectiveness of US Faculty Development Practices Using Expectancy Theory

高校教师发展的主体是教师，高校应为其提供环境，以促进教师的发展。高校的教 师发展实践能否有效促进教师发展取决于其激发的教师发展动机水平。本文根据弗洛姆预期 理论，针对影响动机水平的过程因素，分析了美国高校的教师发展实践。美国高校教师发展实 践的有效性表现为在满足教师需求、排除发展障碍、鼓励发展努力、评价发展表现等方面有利 于激发教师的发展动机水平。我国高校应借鉴美国经验，强调以教师为中心的发展，建立导师 制，并加强制度化建设。

Faculty members are the main body of faculty development in higher education institutions， which provide developmental environments and serve as motivators. The effectiveness of faculty development practices depends largely on the motivation level of faculty members fostered by these practices. According to the process factors that affect motivation suggested by Vroom's expectancy theory， this study analyses the effectiveness of faculty development practices in US universities. In general， faculty development practices in US are effective， able to boost high motivation levels for development of faculty members through meeting their needs，removing developmental barriers， encouraging their efforts for development， and evaluating their performances. Chinese higher education institutions should learn from their US counterparts and enhance the effectiveness of their faculty development practices. Particularly， faculty-centered， mentored， and institutionalized faculty development practices are suggested.