大学教师发展是高等教育研究中的重要领域。大学教师同行指导是指教师同行之间建立起的互惠关系，旨在促进教师的教学发展、专业发展、个体发展与心理成熟等方面的社会化。同行指导作为促进大学教师发展的重要路径，在美国相关的研究内容广泛且研究方法丰富。同时，这一方式尚未完全在中国大学教师发展研究中落地。本研究以美国大学教师同行指导作为研究的主要内容，分析其兴起背景与动力，实践与影响以及现实困境等内容。

借助文献研究法，对美国大学教师同行指导的兴起背景、教师参与同行指导的动力、同行指导对大学教师发展的影响进行分析和梳理；借助案例研究法对美国大学教师同行指导的实践以及特征进行说明和概括。最后，综合两种方法对大学教师同行指导的困境和对策进行分析。

美国大学教师同行指导致力于缓解教师的压力并提升教育的质量。教师参与同行指导的动力受到个人层面和组织层面协同作用，具体为出于利益交换、组织公民行为和组织制度的动力。美国大学教师同行指导的实践丰富，呈现出组织的干预灵活、尊重教师的自主性以及动态实施等特征。对教师而言，同行指导可以促进其专业发展、教学发展、个人发展和组织发展，但碍于对同行指导概念的误读、组织环境的不友好以及权力失衡等困境，同行指导的发展受阻。为此，基于个人和组织的视角提出对策，即澄清指导内涵、创建组织文化以及完善管理体系，从而促进大学教师同行指导的发展。

Faculty development is an important field in higher education research. Faculty mentoring refers to the reciprocal relationship established between teachers in university, which aims to promote the socialization of teaching development, professional development, individual development and psychological maturity. As an important path to promote faculty development, faculty mentoring has a wide range of research subjects and rich research methods in the United States. At the same time, this method has not been fully implemented in China. This study takes the American faculty mentoring as the main content, and analyzes the background, dynamics, practice, influences and practical dilemma.

With the help of literature research method, analyze the rise background, the motivation of teachers, the influence of peer guidance on the development of university teachers, and summarize the practice and characteristics with the help of case study method. Finally, the two methods are used to analyze the dilemma and countermeasures of peer guidance of university teachers.

The American faculty mentoring is designed to relieve the pressure of teachers and improve the quality of education, and to solve the problem of education. The dynamics for teachers to participate in mentoring is coordinated by the individual level and the organizational level, which is specifically the motivation of interest exchange, organizational civic behavior and organizational system. The practice of faculty mentoring is rich, showing the characteristics of flexible organizational intervention, respect for teacher autonomy and dynamic implementation. For teachers, mentoring can promote their professional development, teaching development, personal development and organizational development, but due to the misunderstanding of the concept of faculty mentoring, unfriendly organizational environment and power imbalance, the development of faculty mentoring is blocked. Therefore, based on the perspective of individuals and organizations, clarify the connotation of guidance, create organizational culture and improve the management system, so as to promote the development of faculty mentoring.