Precise Empowerment and Systematic Support: Exploring Pathways to Enhance the Teaching Competence of Young University Faculty
Abstract
Young faculty members constitute a vital and dynamic component within the academic workforce of higher education institutions.
The sustainable development and continuous enhancement of their teaching competence are intrinsically linked to the overall quality of talent
cultivation and the connotative development of higher education systems. This paper proposes the construction of a comprehensive, multidimensional, and whole-process training system centered on the dual principles of "precise empowerment" and "systematic support, " designed
to provide continuous, sustained, and effective professional backing for the developmental growth of young faculty, thereby comprehensively
elevating the quality of university teaching and learning experiences.
The sustainable development and continuous enhancement of their teaching competence are intrinsically linked to the overall quality of talent
cultivation and the connotative development of higher education systems. This paper proposes the construction of a comprehensive, multidimensional, and whole-process training system centered on the dual principles of "precise empowerment" and "systematic support, " designed
to provide continuous, sustained, and effective professional backing for the developmental growth of young faculty, thereby comprehensively
elevating the quality of university teaching and learning experiences.
Keywords
Young faculty; Teaching competence; Targeted training; Teaching support; Professional development
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DOI: http://dx.doi.org/10.70711/wef.v3i2.7850
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