Analysis Of University Teachers' Professional Development In China

With the growing enrollments in colleges and universities, the expectation to university teachers also become important. Their professional quality directly effect the quality of higher education. In recent years, Chinese scholars have started to do some research on university teachers' professional development, but the definition of it was not perfect.The article have talked about the significance and content about university teachers' professional development, and looked back the history (mainly take the USA for an example). Simultaneously reviewed some policies about university teachers' professional development in china. Pointed out some advantages and disadvantages and proposed some measures for different issues.The connotation about university teachers' professional development should be understand from two aspects ,that is ,generalized and narrow viewpoints. With different time and different stages, its connotation is also different. Autonomy, collaboration, systematic of knowledge, diversity ways and long-term stages are characteristics for university teachers which different from teachers who come from primary schools.University teachers' professional development in china is fairly immature,that lead us to learn developed countrys' experiences. Therefore, in order to take a shortcut, it is necessary to talk about the American history .Of course, the history of university teachers' professional development in china is also important .The reasons for teachers' professional development include both external factors and internal factors.To promote university teachers' professional development,there have many ways:the improvement of national policy, laws and regulations, school's training mechanism, teaching and research environment. Teachers should be establish their own "self-renewal" and enhance their own moral standards. At the same time ,to deal with the relationship between teaching and research is also important.