昆明市民办基础教育英语教师职业认同调查研究

发布时间：2018-05-18 02:24

本文选题：民办基础教育 + 教师职业认同　；参考：《云南师范大学》2017年硕士论文

【摘要】：在最近二十多年的时间里,随着教师职业专业化发展,教师职业认同研究已经成为独立的研究领域。众多国内外学者对教师职业认同的研究成果颇多,然而对外语教师特别是民办基础教育领域英语教师职业认同研究还存在进一步探索的空间。本文旨在探究昆明民办基础教育英语教师职业认同在六个维度现阶段具体认知水平及其影响因素。以云南省昆明市五所不同类型的民办基础教育学校英语教师为研究对象,发放近百份职业认同调查问卷,对其中81份有效问卷采用社会科学统计软件包SPSS19.0,对统计结果进行量化分析研究,并对其中四位教师进行结构式深度访谈。调查结果表明:首先,教师职业认同整体层面的平均分不高,说明调查对象的职业认同处于中等水平;具有10年及以上教龄的教师,其职业角色平均值高于其他教龄的教师;本研究显示月收入水平不明显影响教师的职业认同,与以往研究结果有所不同;关于学校类型,民工子弟学校英语教师在职业角色、职业环境、职业知能三个维度得分明显低于其他类型学校的教师。其次,通过问卷调查和深度访谈,发现英语教师的职业认同受教师自身英语语言水平、学校组织文化、课程改革以及社会评价等多因素的影响。最后,针对本研究教师职业认同存在的具体问题,从教师个体、学校管理和社会评价三个方面提出促进教师职业认同与发展的建议。本研究仅是对昆明市民办基础教育学校英语教师职业认同状况进行初步探究,受测范围有限,所得结论有待进一步验证与补充。本文最后对影响职业认同因素进行讨论与归纳,并对进一步深入研究提出建议,以期为提高民办基础教育教师整体职业认同水平提供研究参考。
[Abstract]:In the last twenty years, with the professional development of teachers, the research of teachers' professional identity has become an independent research field. Many scholars at home and abroad have done a lot of research on teachers' professional identity. However, there is still room for further exploration on the professional identity of foreign language teachers, especially in the field of private elementary education. The purpose of this paper is to explore the specific cognitive level and its influencing factors in six dimensions of professional identity of English teachers in private elementary education in Kunming. Taking English teachers of five different types of private elementary education schools in Kunming, Yunnan Province as the research object, nearly 100 questionnaires on professional identity were distributed. Among them, 81 valid questionnaires were analyzed by SPSS 19.0, and four teachers were interviewed with structured depth. The results show that: first of all, the average score of teachers' professional identity is not high, indicating that the survey subjects' professional identity is at the middle level, and the average professional role of teachers with 10 years or more of teaching age is higher than that of teachers of other teaching years. This study shows that the level of monthly income does not significantly affect teachers' professional identity, which is different from previous studies. The scores of three dimensions of vocational knowledge and ability were significantly lower than that of teachers of other types of schools. Secondly, through questionnaires and in-depth interviews, it is found that English teachers' professional identity is influenced by teachers' English language level, school organizational culture, curriculum reform and social evaluation. Finally, aiming at the specific problems of teachers' professional identity in this study, the author puts forward some suggestions to promote teachers' professional identity and development from three aspects: individual teacher, school management and social evaluation. This study is only a preliminary study of the status of professional identity of English teachers in private elementary schools in Kunming. The scope of the survey is limited, and the conclusions need to be further verified and supplemented. Finally, this paper discusses and summarizes the factors affecting professional identity, and puts forward some suggestions for further study, in order to provide a research reference for improving the overall level of professional identity of private elementary education teachers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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