Tạp chí Khoa học Trường Đại học Tân Trào - Tập 6 Số 18 - Trang 117-122 - 2020

Tóm tắt

Giảng viên các trường đại học hiện nay đã được trao quyền tự chủ nghề nghiệp nhưng chưa nhận thức đầy đủ và mức độ tự chủ còn hạn chế. Giảng viên có mức độ tự chủ cao hơn trong các lĩnh vực giảng dạy, phát triển chương trình so với các lĩnh vực tham gia hoạt động quản trị nhà trường và phát triển chuyên môn. Bài viết nghiên cứu làm rõ khái niệm, vai trò, phạm vi và đề xuất một số giải pháp phát triển tự chủ nghề nghiệp cho giảng viên đại học.

Từ khóa

#Career autonomy #autonomy of lecturers #autonomy of university #career autonomy development

Tài liệu tham khảo

1. Hoang Thi Kim Hue (2017), Developing professional autonomy for lecturers of pedagogical universities, PhD thesis, Hanoi University of Education. 2. Nhu Nguyen (2000), UNESCO World Declaration and International Conference on Higher Education, Translation of the original French text of the 30th UNESCO Plenary Meeting on August 31, 1999 in Paris, PICMS Information Database Questions and answers to the National Assembly of the Information Department, Center for Information - TV - Scientific Research, Office of the National Assembly. 3. Glass, S. R.(1997). Markets & Myths: Autonomy in Public and Private Schools. Education Policy Analysis Archives. Vol.5 No.1. 4. Jane Muceke Ng‟ethe1, Dr. Mike E. Iravo, G.S. Namusonge (2012), Determinants of Academic Staff Retention in Public Universities in Kenya: Empirical Review, International Journal of Humanities and Social Science Vol. 2 No. 13; July 2012 5. Kevin Dale Gwaltney (2012), Teacher autonomy in the Unites States: stabling a standard definition, validation of a nationally representative construct and an investigation of policy affected teacher group, A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia. 6. Littlewood, W. (1996). “Autonomy”: An anatomy and framework. System, 24, 427-435. 7. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 8. Mark A.Smylie (1992), Teacher Participation in School Decision Making: Assessing Willingness to Participate, Education Evaluation and Policy Analysis. Spring, 1992, Vol.14 No.1, pp.53-76. 9. Oksana A.Gavriliuk and Anastasiya V.Lakhnoa (2013) Professional Autonomy of a University Teacher in the USA and Russia: Freedom from control or Freedom for Development?, Journal of Siberian Federal University. Humanitie & Social Sciences 3, pp 455-467 10. Oksana A. Gavrilyuk et al, (2015), University Autonomy and Teacher‟s Academic Freedom in Modern Russia: Challenges and Opportunities, International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 2, Issue 10, October 2015, PP 8-15 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) www.arcjournals.org ©ARC Page | 8). 11. Richard M.Ingersoll (1996). Teachers‟ Decision-Making Power and School Conflict. Sociology of Education, Vol 69 (April), 159-176. 12. Richard C. Smith (2001), Teacher education for teacher-learner autonomy, Centre for English anguage Teacher Education (CELTE) University of Warwick, UK 13. Rosalba Cárdenas Ramos, (2006) Considerations on the role of teacher autonomy, Colombian pplied Linguistics Journal, No 8, pp. 183-202. 14. William Edward Moonmaw (2005), Teacher-percaived autonomy: a construct validation of the eacher autonomy scale, In partial fulfillment of the requirements for the degree of Doctor of Education. 15. T.S.M. Amarasena (2015), The impact of work autonomy on job satisfaction of academic staff: an empirical examination of government universities in SriLanka, International Journal of recent advances in organizational behavior and secision sciences (IJRAOB) An online International research journal, 2015 Vol:1 Issue 4.