从专业发展的角度探究初任英语教师的职业情感

发布时间：2018-06-24 06:46

本文选题：专业发展 + 初任英语教师　；参考：《华中师范大学》2016年硕士论文

【摘要】：教师职业情感作为贯穿教师职业生涯始终的核心影响因素,不仅能反映教师的精神状态,也时刻影响着教师的教学活动和职业决策。教师情感因人而异,随着个人经历的演进,不断发展变化。职业情感是每位教师开展教育活动的手段和润滑剂,是所有教师都应该提升的一种能力或品质。教师的职业情感不是空中楼阁式的虚幻,也不是抽象存在的,它具体蕴含在教师的职业成长理念中,体现在教师的教育教学行为中,关涉教师的主观世界对职业价值的情感体验。自20世纪60年代开始,学者发现,仅仅掌握学科知识和教学技巧是不足以成为一个好教师的,他们开始关注教师的职业情感这个话题。然而,很多关于情感的研究都只讨论某一种类型的情感,以及如何调节情感以为提高教学质量、助力学生学习；研究的对象也多为教学经验丰富的老教师,忽略了新任教师这一群体。本研究以心理学、哲学的情感理论为基础,以叙事探究为主要方法,通过对三位初任英语教师的教育、生活叙事进行分析,从专业发展的角度探究初任英语教师的职业情感在其专业发展的意识形成、变化的过程中所起到的作用,以及其影响因素。三位初任英语教师提供各自的教育生活叙事,通过重现并分析这些生活经历,研究者希望能解决以下问题：1)在专业教育开始之初,三位初任教师对教学所持的看法是什么样的?2)在专业教育中,最有意义、有价值的经历是什么?这些经历对后来的专业发展有什么样的影响?3)参加教学工作后,初任教师对教学的态度有何变化?如果有,是什么导致了这些变化?经过对三位参与研究的初任教师的叙事分析,研究者发现在学生、学校决策层和其他影响因素中,师生关系对教师职业情感的影响最强,其次是教师与同事和职业共同体的关系,最后是学校管理层给予教师的专业支持。从这些发现中我们可以总结出以下几点启示,为了给新任教师提供更好地专业发展环境,学校决策层需要不断更新管理理念,更加注重培育教师与学校、教学团体之间的情感系；作为个体教师,新任教师应认真克服教育理想与现实环境之间的差距,调节自身观念,根据实际环境主动争取自我发展的机会。
[Abstract]:Teachers' professional emotion, as the core influencing factor throughout the teacher's career, not only reflects the teacher's mental state, but also affects the teacher's teaching activities and career decisions. Teachers' emotion varies from person to person and develops with the evolution of personal experience. Vocational emotion is the means and lubricant for every teacher to carry out educational activities, and it is a kind of ability or quality that all teachers should promote. The professional emotion of teachers is not the illusion in the air, nor is it abstract. It is embodied in the teachers' professional growth concept and in the teachers' educational and teaching behaviors. Related to teachers' subjective world of professional value emotional experience. Since the 1960s, scholars have found that it is not enough to become a good teacher by mastering the subject knowledge and teaching skills, and they begin to pay attention to the topic of teachers' professional emotion. However, many researches on emotion only discuss one type of emotion and how to regulate emotion to improve teaching quality and help students to learn. The group of new teachers was ignored. Based on the emotional theory of psychology and philosophy and narrative inquiry as the main method, this study analyzes the education and life narration of three new English teachers. From the perspective of professional development, this paper probes into the role of the professional emotion of the newly appointed English teachers in the formation of their professional development consciousness, the role of the changing process, and its influencing factors. By reproducing and analyzing these life experiences, the researchers hope to solve the following problem: 1) at the beginning of professional education. What are the three new teachers' views on teaching? 2) what are the most meaningful and valuable experiences in professional education? What is the impact of these experiences on the later professional development? 3) after joining the teaching work, what changes have been made in the attitude of the new teachers towards teaching? If so, what caused these changes? Based on the narrative analysis of three new teachers involved in the study, the researchers found that among the students, school decision makers and other influencing factors, teacher-student relationship had the strongest influence on teachers' professional emotion. Secondly, the relationship between teachers and colleagues and professional community, and finally the professional support from school management. From these findings, we can sum up the following revelations: in order to provide a better professional development environment for new teachers, school decision makers need to constantly update their management concepts and pay more attention to cultivating teachers and schools. As individual teachers, new teachers should seriously overcome the gap between educational ideal and realistic environment, adjust their own concept, and strive for the opportunity of self-development according to the actual environment.
【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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