Research On The Status And Development Strategies Of Young Teachers’ Ability Of Scholarship Of Teaching In Colleges And Universities

The ability of scholarship of teaching is the necessary quality and ability to teachers,which is based on the thought of "scholarship of teaching" and engaged in teaching works. It is the highlight and integration of teachers’ teaching ability and academic capacity. It’s also an important indicator to measure the teaching quality of colleges and universities and the teaching level of teachers. Young teachers under forty years are the main force of college teacher procession. The sustainable improvement for teaching quality largely depends on the effectiveness of young teachers’ teaching improvement. Therefore, it’s of great significance to pay attention to and develop young teachers’ ability of scholarship of teaching, so as to improve the quality of teaching and promote the development of young teachers’ teaching.This thesis discusses the theoretical basis of young teachers’ ability of scholarship of teaching in colleges and universities. On one hand, the thesis expounds the theories of scholarship of teaching, reflective practice and pedagogical content knowledge, which are the theoretical foundation for further research. On the other hand, the thesis explores the basic structures and influencing factors of young teachers’ ability of scholarship of teaching, which are the basis of compiling the questionnaire.Subsequently, based on the young teachers in six colleges and universities in Jiangsu province as the research object, the thesis analyzes the status of young teachers’ ability of scholarship of teaching from four aspects: current level, the influencing factors, the actual input and the development needs of scholarship of teaching.There turns out five findings.Firstly, the overall level of young teachers’ scholarship of teaching is high, but the development is imbalanced. Secondly, there exists group differences among the development of young teachers’ scholarship of teaching. Thirdly, the system construction and the supporting activities of scholarship of teaching in colleges and universities have a significant positive predictive effect on young teachers’ ability of scholarship of teaching, and young teachers’ attitudes towards the scholarship of teaching also has certain predicable functions.Fourthly, there is a tendency that focus more on scientific research than the scholarship of teaching among young teachers. Fifthly, young teachers’ needs of actual development of scholarship of teaching are not well known by the colleges and universities.Then, this thesis makes an in-depth understanding of the supporting status in colleges and universities, young teachers’ development will and young teachers’ cognition of the ability of scholarship of teaching through individual interviews. Based on the above, this thesis further analyzes the existing problems in the development of young teachers’ ability of scholarship of teaching. Firstly, the colleges and universities depart from the correct orientation of academic value. Secondly, the department and the teachers’ development institutions ignore the real development needs of young teachers. Thirdly, young teachers themselves lack the basic quality of independent development.Finally, according to the development status and problems of young teachers’ scholarship of teaching, this thesis puts forward the following development strategies, drawing on the practice of the SOTL movement by University of Wisconsin and the personal development cases of chemistry professor Dennis Jacobs at the university of Notre Dame. Firstly, constructa good academic environment and highlight the value of scholarship of teaching, including atmosphere construction, system design and organization construction. Secondly, explore the needs of young teachers’ development and lead the practice, including providing appropriate guidance, organizing different kinds of activities and constructing academic communities.Thirdly, internalize the thought of scholarship of teaching and acquire independent development, including taking the development responsibility as a duty, strengthening the education profession, paying attention to the reflection and practice and making cooperative communications.