Research On The Evolution Of The Professional Development Policy Of Faculty Since The Foundation Of The People’s Republic Of China

University teachers play an important role in the development of social economy and science and technology,and are the key force to improve the quality of higher education.Therefore,how to promote the professional development of university teachers has been the focus of the national government.In order to further promote the professional development of university teachers,the national government has issued a large number of policies to guide and regulate the professional development of university teachers.In recent years,the policy research of teachers’ professional development in Colleges and universities has attracted extensive attention of the state and scholars.With the development of the times,whether the policy content and value orientation have changed or not,these are the problems worthy of discussion.Based on this,this study uses NVivo11 software to sort out the existing professional development policies of university teachers,to understand the basic situation of professional development policies of university teachers in China,and to make suggestions for policy makers by stages.In general,the main contents of this study include the following aspects: first,using NVivo11 to analyze the word frequency of College Teachers’ professional development policy text,clearly grasp the high-frequency keywords of each stage of College Teachers’ professional development policy,combined with literature analysis of each hot topic.Secondly,using NVivo11 to code and analyze the content of professional development policy for university teachers,and summarize the connotation of professional development policy for university teachers;Thirdly,it analyzes the value orientation of professional development policy of university teachers in China;Fourth,it summarizes the evolution characteristics of the policy of teachers’ professional development in Colleges and universities;Fifth,put forward suggestions.This study draws the following conclusions: first,the change of professional development policy of university teachers in China is divided into four stages,each stage has different high-frequency keywords,namely "teaching,science and technology,innovation and ability,independence and innovation".Secondly,through the coding analysis of the policy content,it is found that the policy mainly puts forward the requirements for the professional development of university teachers from five aspects: teaching academic,scientific research,social service,academic freedom and moral ethics.Thirdly,based on the word frequency analysis and coding analysis,it is found that the value orientation of University Teachers’ professional development policy mainly changes from promoting economic development to knowledge innovation,from focusing on efficiency to quality growth,from focusing on quantity and scale development to quality equity development,and from focusing on instrumental value to focusing on Teachers’ subjective value.Fourth,the characteristics of the evolution of China’s College Teachers’ professional development policy are: the policy theme has the characteristics of the times,the policy content is gradually enriched,and the policy value orientation is gradually diversified.Fifthly,based on the above,this study puts forward the following suggestions for the policy-making of University Teachers’ Professional Development: enhance the effectiveness of the policy text,improve the scientificity of the policy theme,timely adjust the policy content,and enrich the policy value.