大学初任英语教师职业认同及其影响因素的研究

发布时间：2021-02-22 20:10

　　近些年来,教师职业认同已成为一个独立研究的领域。教师职业认同是与教师自我相关的,在具体环境中建构并且是一个持续发展的过程。国内外不乏对于教师职业认同的实证研究,而对于工作一到三年的初任教师的研究尚在少数。本研究从职业生涯周期的角度出发,调查研究初任教师职业认同及影响他们认同的因素。本研究对广西壮族自治区的12所大学的74名初任英语教师的职业认同状况和影响其职业认同的因素进行了问卷调查和访谈。研究内容包括三个方面：（1）初任英语教师的职业认同现状,包括总体职业认同水平和六个维度的认同水平（专业能力,人际知觉,行为倾向,与学生的关系,自我接受和满意度）；（2）个人因素（性别,年龄,所教课程,所教年级,最高学历,教龄,周课时数）与初任英语教师职业认同的关系；（3）教师职业认同影响因素与教师认同的关系。影响因素分为教师自传和教学环境两大因素。其中教师自传包括两个子因素---重要他人和先前的教育;教学环境包括课堂和学校文化。所收集到的数据用SPSS13.0进行统计分析。调查的结果表明：（1）初任英语教师的总体职业认同水平较高。在六个维度中,教师在“行为倾向”和“满意度”这两个维度处于中等水平的认... 

【文章来源】：广西师范大学广西壮族自治区

【文章页数】：75 页

【学位级别】：硕士

【文章目录】：
中文摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Definition of Teachers' Professional Identity
    2.2 Structure and Content of Teachers' Professional Identity
        2.2.1 Structure of Teachers' Professional Identity
        2.2.2 Content of Teachers' Professional Identity
    2.3 Factors Affecting Teachers' Professional Identity
        2.3.1 The Biography of Teachers
        2.3.2 Teaching Context
    2.4 Related Studies on Teachers' Professional Identity
        2.4.1 Studies on Teachers' Professional Identity Abroad
        2.4.2 Studies on Teachers' Professional Identity at Home
    2.5 Summary
Chapter 3 Research Design
    3.1 Objectives
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview Questions
    3.4 Protedures
    3.5 Methods for Data Analysis
    3.6 Reliability and Validity of the questionnaire
    3.7 Summary
Chapter 4 Data Analysis on the Relationship between Teachers'Professional Identity and Demographic Factors
    4.1 General Description of the Teachers' Demographic Factors
    4.2 General Description of the Teachers' Professional Identity
    4.3 Analysis on the Relationship between Teachers' Demographic Data and their Professional Identity
        4.3.1 Gender and Teachers' Professional Identity
        4.3.2 Age and Teachers' Professional Identity
        4.3.3 Teaching Course and Teachers' Professional Identity
        4.3.4 Teaching Grades and Teachers' Professional Identity
        4.3.5 Academic Degree and Teachers' Professional Identity
        4.3.6 Years of Teaching and Teachers' Professional Identity
        4.3.7 Weekly Class Hours and Teachers' Professional Identity
    4.4 Summary
Chapter 5 Data Analysis on the Relationship between Teachers'Professional Identity and the Affecting Factors
    5.1 General Description of Affecting Factors
    5.2 Correlation Analysis on Teachers' Professional Identity and Affecting Factors
    5.3 Multiple Linear Regression Analysis
    5.4 Analysis on the Relationship between Affecting Factors and Teachers' Professional Identity
        5.4.1 Teacher Biography and Teachers' Professional Identity
            5.4.1.1 Critical Persons and Teachers' Professional Identity
            5.4.1.2 Prior Education and Teachers' Professional Identity
        5.4.2 Teaching Context and Teachers' Professional Identity
            5.4.2.1 Ecology of the Classroom and Teachers' Professional Identity
            5.4.2.2 School Culture and Teachers' Professional Identity
    5.5 Summary
Chapter 6 Implications
    6.1 Adjustments from the Perspective of Teachers
        6.1.1 Be Aware of the Present Stage and Make Occupational Planning
        6.1.2 Keep on Learning
    6.2 Adjustments from the Perspective of School
        6.2.1 Assign Mentors for Beginning Teachers
        6.2.2 Adjust the Organizational Climate
        6.2.3 Adjust the Distribution on Workload and Supplies
    6.3 Summary
Chapter 7 Conclusions
    7.1 Summary of the Study
    7.2 Limitations of the Study
    7.3 Suggestions for Future Study
Bibliography
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
List of Tables
Publications during the Postgraduate Program
Acknowledgements


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期刊论文
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[3]我国大学教师职业认同现状的调查与分析[J]. 方明军,毛晋平.  高等教育研究. 2008(07)
[4]影响教师职业认同的相关因素分析[J]. 宋广文,魏淑华.  心理发展与教育. 2006(01)
[5]高校教师的职业认同感与队伍稳定[J]. 马雷.  华东冶金学院学报(社会科学版). 2000(04)

博士论文
[1]中学教师专业认同研究[D]. 李彦花.西南大学 2009
[2]教师职业认同研究[D]. 魏淑华.西南大学 2008



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