Dilemmas and Support System for the Teaching Competency Development of Young University Teachers from the Perspective of the Scholarship of Teaching and Learning

Abstract

From the perspective of the Scholarship of Teaching and Learning (SoTL), the continuous development of young university teachers' teaching competency is directly linked to the overall talent cultivation quality and long-term sustainability of higher education institutions. Currently, young academic professionals generally face significant practical dilemmas, including a pronounced imbalance between scientific research expectations and teaching responsibilities, imperfect performance evaluation systems that disproportionately favor research outputs, and inadequate institutional training support. These deeply intertwined problems severely restrict their professional growth and pedagogical innovation. Based on the comprehensive theoretical framework of SoTL, this paper systematically analyzes the underlying manifestations and root causes of the aforementioned dilemmas. Furthermore, it constructs a robust, multi-dimensional support system designed from the critical perspectives of strategic policy formulation, continuous professional development, and targeted incentive mechanisms. The research also critically discusses potential operational challenges, such as structural resource allocation gaps and notable disparities in individual initiative, which may arise during the practical implementation of the proposed support system. The study ultimately concludes that the fundamental key to effectively addressing these persistent dilemmas lies in fully incorporating teaching excellence into the broader academic evaluation framework. Through deliberate institutional design, comprehensive policy reform, and proactive cultural guidance, universities can successfully establish a sound, sustainable academic ecosystem featuring a positive, mutually reinforcing interaction between high-quality teaching and rigorous scientific research.