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Development Status，Evaluation Criteria and Realistic Revelation of Teaching-stream Faculty in Ontario，Canada
WANGSiyi，ZHAO Wenhua
Abstract：In recent years，under the pressure of expansion of student enrollment，strengthening of education accountability and reduction of financial aid，Ontario introduced teaching-stream faculty which is regarded as an important reform measure to improve the quality of education.Compared with traditional tenure-track faculty，teaching-stream faculty are mainly engaged in teaching and learning activities.Compared with part-time or sessional lecturers，teaching-stream faculty invest more in teaching and students，and their employment relationship with university is more stable.As a career development track parallel to the tenure-track position，the evaluation criteria of the teaching-stream position mainly focus on the faculty's contribution in the fields of teaching skills，teaching plans and curriculum development，teaching leadership and achievements.The introduction of teaching-stream faculty is an opportunity for universities to re-examine the relationship between teaching and research and explore how teaching missions and research missions can be mutually reinforced.In the current classification reforms of faculty's positions，Chinese universities can improve the recognition of teaching-oriented faculty and promote the professional development of them from the aspects of teaching mode and curriculum system，appointment and promotion evaluation system，promotion and cross-position channel，and teaching honor system.
Key words：Ontario；teaching-stream faculty；evaluation criteria；teaching quality；learning experience
（本文载《外国教育研究》2020年第2期）