新入职教师从教意愿之质化研究

发布时间：2018-06-02 04:15

本文选题：新入职教师 + 从教意愿　；参考：《西北师范大学》2013年硕士论文

【摘要】：教师的从教意愿是教师对专业认知或职业认同显性的、综合的表现形态,是坚定教师职业理想与信念的前提,它是实现教师由普通人向专业者过渡的动力诉求。新入职教师作为教师队伍的新鲜血液,作为接受新理念的未来教师的中坚力量,他们的从教意愿关系着他们对教师职业的看法,关系着他们是否愿意继续从教或终身从教,也对优秀杰出人才是否愿意进入教师行业有至关重要的作用,同时从教意愿也对教师在教育教学工作中的情绪状态和工作热情影响重大。本研究采用质的研究范式,具体运用访谈法、观察法和实物分析法等对四名新入职教师的从教意愿进行研究,可以通过新教师的心路历程深入了解他们从教意愿的具体想法、发展变化,而且可以为师范教育和教师任教学校提供借鉴。透过四位新教师的从教经历和想法了解他们对自己从教意愿的思考,了解了个案教师从教意愿的表现,即新教师们对教师职业充满敬意但却排斥从教,继续从教和终身从教的意愿也普遍比较消极；分析了影响教师从教意愿的因素包括个人特质、个体经验、从教动机、教学成就感和教师的经济和社会地位等,个人特质和个体经验是新教师从教前对教师职业的认识有重要影响,从教动机、教学成就感和目前教师的经济和社会地位对新教师们是否愿意继续从教有至关重要的作用；之后文章对新教师从教意愿的表现进行了思考,认为新教师本人应该剖析自己的教师角色和职业取向,国家、社会以及教师任教学校也应该在促进教师发展、满足教师发展需要等方面采取相应措施予以调整和改革；最后得出了新教师虽然认同教师的巨大作用,但从教意愿总体上表现比较消极,而且容易把教学工作中的不满完全归结为外部原因。因此,研究的最后一部分提出要实行教师公务员制度提高教师的经济和社会待遇,应增强尊师重教氛围的营造与宣传,新教师任教学校应多从教师的角度出发,关注教师的精神成长,师资培养者应该从坚定教师从教信念方面予以培养。在研究结尾,笔者对本研究的研究过程进行了反思,剖析了研究存在的缺陷与不足。
[Abstract]:Teachers' willingness to teach is a dominant form of teachers' professional cognition or professional identity. It is the premise of strengthening teachers' professional ideals and beliefs. It is the motive force to realize the transition of teachers from ordinary people to professionals. As the fresh blood of the new teachers and the backbone of the future teachers who accept the new ideas, their willingness to teach is related to their views on the profession of teachers and whether they are willing to continue teaching or not. It also plays an important role in whether outstanding talents are willing to enter the teaching profession, and at the same time, the willingness to teach also has a great impact on the emotional state and work enthusiasm of teachers in education and teaching. In this study, the qualitative research paradigm, interview method, observation method and physical analysis method are used to study the teaching intention of four new teachers, so as to understand the specific ideas of their teaching intention through the new teachers' mental process. Development and change, and can provide reference for normal education and teacher teaching schools. Through the teaching experience and ideas of four new teachers to understand their thinking about their own willingness to teach, we can understand the performance of individual teachers' willingness to teach, that is, the new teachers are full of respect for the profession of teachers, but they reject teaching. The factors influencing teachers' willingness to teach include personal characteristics, individual experience, teaching motivation, teaching achievement and teachers' economic and social status, etc. Personal characteristics and individual experience are the important influence of new teachers' understanding of teachers' profession before they start teaching. The motivation of teaching, the sense of teaching achievement and the current economic and social status of teachers play an important role in whether new teachers are willing to continue teaching; Then the paper thinks about the expression of the new teachers' willingness to teach, and thinks that the new teachers themselves should analyze their teachers' role and professional orientation, and the country, society and teacher teaching schools should also promote the development of teachers. Finally, it is concluded that although new teachers agree with the great role of teachers, they generally show a negative attitude towards teaching, and take corresponding measures to meet the needs of teachers' development. Moreover, it is easy to attribute the dissatisfaction in teaching work to external reasons. Therefore, in the last part of the study, it is proposed that the teachers' civil service system should be implemented to improve the economic and social treatment of teachers, the construction and publicity of the atmosphere of respecting teachers should be strengthened, and the new teachers' schools should start from the perspective of teachers. Pay attention to the spiritual growth of teachers, teachers should be trained from the teachers from the teaching beliefs. At the end of the study, the author reflects on the research process and analyzes the defects and shortcomings of the study.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G451

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