新入职英语教师专业发展自主性研究

发布时间：2018-04-03 07:14

本文选题：教师自主性　切入点：教师专业发展　出处：《华中师范大学》2016年硕士论文

【摘要】：本论文旨在研究新入职英语教师专业发展自主性及其影响因素,并为提高新教师专业发展自主性提出可行性的建议。在本研究中,教师自主性被定义为教师在教学及学习过程中的意愿、能力及自由(Huang,2007)。与此前的研究相比,该定义既有理论依据,又易于在实践中衡量,因此本研究在一定程度上可丰富该领域的实证研究。本论文主要涉及以下三个研究问题：1)新入职英语教师专业发展自主性的基本状况如何?他们在自主性五个维度上的水平是否存在差异?2)教师个体因素是如何影响教师专业发展自主性的?3)外部因素包括学校和社会因素是如何影响教师专业发展自主性的?本论文的主要研究工具是调查问卷,共有50份问卷通过网络发放与回收。基于数据描述、相关性分析及独立样本T检验的结果,本论文有如下发现：新入职英语教师专业发展自主性处于中等偏上水平,但个体之间的自主性水平由于教师个体因素和学校因素存在较大差异。新教师在自主性五个维度上的水平是不一致的,在意愿维度上水平较低,在反思维度上水平较高。新教师专业发展自主性与教师个体因素尤其是教师专业发展的自我效能感以及对专业进步的满意度存在正相关关系,而与性别、学历、专业、工作地点等因素没有显著性关系。此外,教师自主性与学校因素也存在正相关关系,一个支持性的学校环境,有效的教师专业发展活动及适宜的工作量有利于教师专业发展自主性的发挥。本研究未发现教师自主性与社会因素存在显著性关系,这可能是因为新入职教师工作时间较短,社会因素对教师自主性没有产生太大的影响。根据以上研究发现,为提高新教师的专业发展自主性,本论文提出以下五点建议：新教师要充分意识到教师专业发展在其职业生涯中的重要性,增强专业发展的意愿。新教师可通过行动研究、反思性实践及探索性实践提高专业发展的自主性。学校要为新教师的专业成长提供机会,如建立教师专业发展共同体,开发校本课程等。教师培训活动要充分了解教师的专业发展需求,关注教师在日常教学中遇到的问题。最后,学校要减轻教师的行政负担为教师留出更多时间用以提高专业素养。
[Abstract]:The purpose of this thesis is to study the autonomy of new English teachers' professional development and its influencing factors, and to put forward some feasible suggestions for improving the autonomy of new English teachers' professional development.In this study, teacher autonomy is defined as the willingness, ability and freedom of teachers in the process of teaching and learning.Compared with previous studies, this definition has theoretical basis and is easy to be measured in practice, so this study can enrich the empirical research in this field to some extent.This thesis mainly deals with the following three research questions: 1) what is the basic status of the autonomy of new English teachers' professional development?Are there differences in their levels in the five dimensions of autonomy? (2) how do teachers' individual factors affect teachers' professional development autonomy? how do external factors, including school and social factors, affect teachers' professional development autonomy?The main research tool of this thesis is the questionnaire, 50 questionnaires are distributed and recovered through the network.Based on the results of data description, correlation analysis and independent sample T test, this thesis finds that the autonomy of new English teachers' professional development is at the middle level.However, the level of autonomy among individuals has great differences due to teachers' individual factors and school factors.The level of new teachers is inconsistent in the five dimensions of autonomy, low in the dimension of willingness and higher in the dimension of reflection.There is a positive correlation between the autonomy of new teachers' professional development and teachers' individual factors, especially the self-efficacy of teachers' professional development and satisfaction with professional progress, but there is no significant relationship between autonomy and gender, academic background, specialty, work place and so on.In addition, there is a positive correlation between teacher autonomy and school factors. A supportive school environment, effective teacher professional development activities and appropriate workload are conducive to teachers' professional development autonomy.There is no significant relationship between teacher autonomy and social factors, which may be due to the short working time of new teachers and the fact that social factors do not have much influence on teachers' autonomy.According to the above study, in order to improve the autonomy of new teachers' professional development, this paper puts forward the following five suggestions: new teachers should fully realize the importance of teachers' professional development in their career, and strengthen their willingness to professional development.New teachers can improve their autonomy of professional development through action research, reflective practice and exploratory practice.Schools should provide opportunities for new teachers' professional development, such as the establishment of teacher professional development community, the development of school-based curriculum.Teacher training activities should fully understand teachers' professional development needs and pay attention to the problems encountered by teachers in their daily teaching.Finally, schools should lighten the administrative burden of teachers and set aside more time for teachers to improve their professionalism.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3;G645.1

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