A Study On The Development Of New Teachers In American Universities

Since the new century, with the enrollment expansion of colleges and universities in our country, the scale of colleges and universities has expanded, the shortage of faculties has become an important issue facing universities. As a result, many universities introduce a large number of new faculties. However, these new ones’ abilities are not enough, it is difficult to meet the needs of the professional. How to solve the problems of the cultivation and development of new faculties is a realistic problem in our country, and it is also the key to the sustainable development of universities. As a great power in higher education, the United States has a long history in new faculty development, and has accumulated a lot of useful experience in practice, which can provide some reference and inspiration for the development of new faculties in China. Therefore, the research on the development of new faculties in American is of high value.This research attempts to study problems and strategies of new faculty development in the United States with literature method, case method and comparative method, and makes the new faculty development projects in Harvard University and Texas A & M University as cases to show the concrete measures of the development of new faculties in the United States. This study is divided into the following six parts:The first part, the introduction, mainly clarifies the background and significance of the study, and claries two important concepts of new faculty and the development of mew faculty. Meanwhile, it also reviews the study of new faculty development by domestic and foreign scholars.The second part, theory research on the development of new faculty, mainly summarizes theoretical supports of the new faculty development in American, including career development theory, the adaptation model of organizational culture theory and new faculties’ ability theory.The third part, historical process of the new faculty development in American, mainly summaries the historical process of faculty development and further divides the development process of new faculty development into four stages which are snorkeling, sprouting, developing and perfecting.The fourth part, the problems existing in the development of the new faculty in American, studies the problems of current new faculty development in the United States from the pre job training angle and vocational development angle, including the shortage of pre training preparation, lack of clear expectations and feedback, a decline in satisfaction and the increase of pressure, the estranged relationship between colleagues, the difficulty to obtain effective guidance and to balance work and personal life.The fifth part, the current development strategies of new faculty in American, studies from two perspectives of pre job training and post job development. Pre service training is mainly to coordinate the forces of all parties, and the post job development is mainly divides into three parties, including the University, the Department, and the new faculty.The sixth part, the enlightenment to our country, mainly studies the new faculty training in China and puts forward four suggestions on the development of new faculty in China, including focus on pre service training and clear career goals, make the duty clear and carry out training activities, give full play to the role of the Department and provide resources to support,encourage individual growth and develop professional skills.