教师专业发展:内地中外合办大学与香港职业技术教育与培训机构的实践比较

摘要

It is critical that the management of tertiary level educators is not compromised by the use of uncalibrated professional development practices. Continuous professional development requires staff motivation to be effective. This study investigates the infl uence of two profes-sional development programmes; one that operates at a Sino-foreign university in mainland China and another that operates at a technical and vocational education and training (TVET) institution in the Hong Kong Special Administration Region, China. The professional development programme in the Sino-foreign university has both voluntary and mandatory components, and is accredited by Advance HE. The professional development programme in the TVET institution in Hong Kong involves in-house mandatory training that is not externally accredited. This study is unique in that it is able to investigate the effectiveness of a British professional development intervention in an Asian environment by comparing it to a staff capability-building programme developed by a TVET institution in Hong Kong. Through feedback from focus groups, semi-structured interviews and questionnaires, staff opinion of both professional development interventions yield insights that can be useful for future proactive professional development strategies in institutions expanding their global outreach.%本研究旨在探讨两项教师专业发展计划的影响:一所是内地的中外合办大学,另一所是香港职业技术教育与培训机构.中外合办大学的专业发展课程既有自愿性的,也有强制性的,并由高等教育机构预先认证.香港职业技术教育与培训机构的专业发展课程包括不经外部机构认证的内部强制培训.本研究的独特之处在于通过与香港职业技术教育与培训机构制订的教师能力建设计划相比较,来探究亚洲环境中英国教师专业发展干预的有效性.通过焦点小组、半结构式访谈和调查问卷收集数据,形成教师对这两种教师专业发展干预措施的意见,这些见解有助于各机构在全球扩展中制定前瞻性教师专业发展战略.