中学英语新手教师与专家型教师职业认同对比研究

发布时间：2018-05-17 17:19

本文选题：职业认同 + 中学英语教师　；参考：《江西师范大学》2016年硕士论文

【摘要】：作为教育的主要参与者之一,教师对于教育质量的提升做出了极大贡献。而教育质量的提高本由多方面因素决定,却很少有人关注教师群体的发展。本研究尝试用定量的研究方法对中学英语教师的职业认同进行调查并试图发现新手教师与专家型教师职业认同的不同。由于新手教师毕业后立即参加工作,在学校期间所获得的教学经验并不足以让他们地工作得以中顺利进行。在任职短期内新手教师们会立刻感受到他们所从事的工作与她们在校时教学技能课上所学的大有不同。这种挫败感会让新手教师们经常感到无助。本研究通过对比研究新手与专家型教师职业认同六个方面的现状,力图发现新手教师与专家型教师职业认同的不同处,以期回答三个问题：一是中学英语新手教师与专家型教师的职业认同模式如何?二是中学英语新手教师与专家型教师的教师职业认同是否有不同?如果有,各体现在哪些方面?三是教师的性别,年龄,学历与职称对新手与专家型教师是否有影响?本研究所采用的问卷基于魏淑华2008年所用问卷并做出调整与修改。被试来自江西省七个不同中学的149名在职英语教师,其中有效问卷中,共46名新手教师,教龄都在六年以下；专家型教师71名,教龄在十年以上研究结果如下：首先,新手教师和专家型教师都有较高的教师职业认同水平,但在六个维度上的水平各不相同。尽管两者对教师行业都有较高的认同感,专家型教师在六个维度上的水平都要高于新手学教师。教师的性别,年龄,学历和职称对新手和专家型英语教师的职业认同都有所影响。基于以上调查分析,从政府,学校和教师本身三个方面,作者在最后对新手和专家型英语教师的发展各提出了相应的建议。
[Abstract]:As one of the main participants in education, teachers have made great contributions to the improvement of educational quality. However, the improvement of education quality is determined by many factors, but few people pay attention to the development of teacher group. This study attempts to investigate the professional identity of middle school English teachers by quantitative research and to find out the differences between novice teachers and expert teachers. Since novice teachers work immediately after graduation, the teaching experience gained during school is not enough to enable them to carry out their work smoothly. In the short term, novice teachers will immediately feel that their work is very different from what they learned in school teaching skills. This frustration often makes novice teachers feel helpless. By comparing six aspects of professional identity between novice and expert teacher, this study tries to find out the differences between novice teacher and expert teacher. Three questions are expected to be answered: first, what is the pattern of professional identity between novice English teachers and expert teachers in middle schools? Second, is there a difference between the professional identity of English novice teachers in middle schools and that of expert teachers? If so, in what areas? Third, does the gender, age, educational background and professional title of the teacher have an impact on the novice and expert teacher? The questionnaire used in this study is based on Wei Shuhua's 2008 questionnaire and is adjusted and modified. Among 149 serving English teachers from seven different middle schools in Jiangxi Province, 46 novice teachers with teaching experience of less than six years and 71 expert teachers with more than ten years' teaching experience were included in the questionnaire. The results are as follows: first of all, Both novice and expert teachers have higher level of teachers' professional identity, but the levels are different in the six dimensions. Although both teachers have a high sense of identity, the level of expert teachers in the six dimensions is higher than that of novice teachers. Teachers' gender, age, educational background and professional title influence the professional identity of novice and expert English teachers. Based on the above investigation and analysis, from three aspects of government, school and teachers themselves, the author puts forward corresponding suggestions for the development of novice and expert English teachers.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】