跨学科人才的培养是当前高等教育领域面临的关键挑战之一。在知识生产模式转型的社会背景下，研究教师参与跨学科工作的能力对于提升其跨学科水平、促进更多教师有效参与跨学科研究及提高跨学科教学质量具有重要意义。本研究以研究型大学教师为样本开展研究，关注其跨学科胜任力的形成和发展，运用扎根理论的方法论，通过对33名教师的访谈资料分析，探讨了该群体在跨学科活动中的表现特征、胜任力的影响因素及形成机制。本研究为教师跨学科胜任力的发展提供了全新的视角和方法，同时也为教师在跨学科环境中的能力培养提供了创新的理论和实践指导。研究的主要发现如下：本研究构建了一个教师跨学科胜任力的理论模型，按照知识、态度与价值、能力三个维度对教师胜任力进行分类，并进一步以知识生产模式的视角将胜任力区分为纵向钻研与横向拓宽两大维度，形成了一个2×3的结构框架。该框架识别并明确了教师跨学科胜任力的关键维度和构成要素。一方面，个人因素，如家庭背景、所属学科和教育经历，以及环境因素，包括学术政策和社会文化的认可，对教师跨学科胜任力的形成具有显著影响。另一方面，通过参考变革学习理论和终身学习理论，本研究深入理解了教师参与跨学科活动的形成过程，指出教师通过认知冲突的完善、认知框架的转变以及实践与反思，形成了正反馈机制，从而持续提升跨学科胜任力。此外，本研究探讨了教师跨学科胜任力的形成机制。研究表明，教师的跨学科胜任力的形成是经历短期突变和长期积累的过程，受到个人背景、跨学科环境、动机及知识生产模式共同作用的结果。最后，通过归纳教师在跨学科活动中展现的不同胜任力特质，本研究识别出教师在跨学科合作中可能担任的四种角色—领导者、中间人、游牧人和统筹者。这一分类揭示了不同教师在跨学科合作中的具体职能和责任，为教师培训和团队构建提供了实际的参考。基于以上发现，本研究建议通过个人提升和环境激励共同作用的教师跨学科胜任力培养策略，为大学在教师绩效评估、胜任力考核和招聘选拔方面提供了实用的建议，并为跨学科教育的具体实施提供了可行的指导。
The development of interdisciplinary talent is a critical challenge currently in the field of higher education today. In the context of a shifting knowledge production paradigm, exploring the capability of faculty to engage in interdisciplinary work is essential for enhancing their interdisciplinary levels, encouraging more faculty participation in interdisciplinary research, and improving the quality of interdisciplinary teaching. This study focuses on the development and formation of interdisciplinary competence among research university faculty, employing grounded theory methodology and analyzing interview data from 33 faculty members to investigate their performance characteristics in interdisciplinary activities, the factors influencing their competence, and the mechanisms of its formation. The findings provide a novel perspective and method for the development of faculty interdisciplinary competence, while also offering innovative theoretical and practical guidance for faculty training in interdisciplinary environments. The key discoveries of the study are as follows:The study constructs a theoretical model of teachers‘ interdisciplinary competencies, categorizing these competencies into three dimensions—knowledge, attitudes and values, and skills—and further distinguishes these based on the knowledge production model into two main dimensions: depth exploration and breadth expansion, forming a 2x3 framework. This framework identifies and clarifies the key dimensions and components of teachers‘ interdisciplinary competencies.The research also explores the paths of formation and development of teachers‘ interdisciplinary competencies. It is found that the formation of these competencies involves both short-term changes and long-term accumulation, influenced by personal background, the interdisciplinary environment, motivation, and the mode of knowledge production. On one hand, personal factors such as family background, academic discipline, and educational experience, along with environmental factors including academic policies and social cultural recognition, significantly influence the formation of teachers‘ interdisciplinary competencies. These factors not only enhance teachers‘ willingness to engage in interdisciplinary activities but also promote their creativity and integrative abilities. On the other hand, drawing on transformative learning theory and lifelong learning theory, the study deeply understands the process of teachers‘ engagement in interdisciplinary activities, pointing out that teachers form a positive feedback mechanism through resolving cognitive conflicts, transforming cognitive frameworks, and practice and reflection, thereby continuously enhancing their interdisciplinary competencies. Moreover, by summarizing different competency traits displayed by teachers in interdisciplinary activities, the study identifies four potential roles they may assume—leader, broker, integrator, and explorer. This classification reveals the specific functions and responsibilities of different teachers in interdisciplinary collaboration, providing practical references for teacher training and team building.Based on the above findings, this study recommends strategies for developing faculty interdisciplinary competence through a combination of personal enhancement and environmental motivation. These strategies offer practical suggestions for universities in the areas of faculty performance evaluation, competence assessment, and recruitment selection, and provide feasible guidance for the actual implementation of interdisciplinary education.
