广西高中英语新手教师身份认同研究
发布时间：2018-12-18 10:24
【摘要】：教师自我专业发展意识的强弱与教师身份认同程度的高低相关,教师专业发展行为的数量与教师身份认同程度的高低有关。此外,入职初期是新手教师专业发展的融入学校、教师职业和社会的关键时期。新手教师在入职第一年,需要面对适应教学、处理同事关系、实现教师身份认同的重要转变。尽管国内外关于教师身份认同的研究正日益增多,但对于高中英语新手教师的身份认同状况的研究尚少。本研究在前人资料的基础上,采取定性和定量研究相结合的方法,通过调查问卷和访谈相结合的形式,对广西54名高中英语新手教师进行调查。通过问卷调查及访谈以期回答以下问题：(1)高中英语新手教师的身份认同现状如何?(2)高中英语新手教师认同有什么差异?(3)高中英语教师身份认同产生差异的原因是什么?本研究的调查结果如下：(1)高中英语新手教师的身份认同状况在总体上较高,但在组织支持感维度上的认同较低。(2)高中英语新手教师身份认同各维度在性别、教龄、学历以及所教年级四个因素下没有显著差异。(3)高中英语新手教师身份认同在职称因素下,职业归属感维度存在显著差异；在职务因素下,工作投入维度存在显著差异；在月收入因素下,组织支持感维度存在显著差异；以及在任教地区因素下,组织支持感、英语教学信念和职业价值观三个维度均存在显著差异。在此研究结果的基础上对高中英语新手教师的总体状况以及差异原因进行了分析并就如何提高高中英语新手教师身份认同提出了一些建议。
[Abstract]:The strength of teachers' self-professional development consciousness is related to the degree of teachers' identity, and the number of teachers' professional development behaviors is related to the degree of teachers' identity. In addition, the beginning of entry is a critical period for the professional development of novice teachers to integrate into school, teaching profession and society. In the first year, novice teachers need to adapt to teaching, deal with the relationship between colleagues, and realize the important transformation of teachers' identity. Although the research on teacher identity is increasing day by day at home and abroad, there is little research on the status of high school English novice teachers. On the basis of previous data, this study investigated 54 English novice teachers in senior high schools in Guangxi by means of a combination of qualitative and quantitative research and a combination of questionnaires and interviews. This paper aims to answer the following questions through questionnaires and interviews: (1) what is the status quo of high school English novice teachers' identity? (2) what is the difference between high school English novice teachers' identity and (3) senior high school English teachers' identity recognition? What is the reason for the difference? The results of this study are as follows: (1) the status of high school English novice teachers' identity is higher in general, but lower in the dimension of organizational support. (2) the dimensions of high school English novice teachers' identity are gender, teaching age. There was no significant difference in the four factors of education and grade. (3) there were significant differences in the professional sense of belonging between the novice English teachers in senior high school and the professional title; There are significant differences in the dimension of job engagement, in the dimension of organizational support under the factor of monthly income, in the factor of position, in the dimension of job involvement, in the dimension of organizational support. There are significant differences among the three dimensions of organizational support, English teaching beliefs and vocational values. Based on the results of this study, this paper analyzes the general situation of English novice teachers in senior high school and the reasons for their differences, and puts forward some suggestions on how to improve the identity of English novice teachers in senior high school.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:The strength of teachers' self-professional development consciousness is related to the degree of teachers' identity, and the number of teachers' professional development behaviors is related to the degree of teachers' identity. In addition, the beginning of entry is a critical period for the professional development of novice teachers to integrate into school, teaching profession and society. In the first year, novice teachers need to adapt to teaching, deal with the relationship between colleagues, and realize the important transformation of teachers' identity. Although the research on teacher identity is increasing day by day at home and abroad, there is little research on the status of high school English novice teachers. On the basis of previous data, this study investigated 54 English novice teachers in senior high schools in Guangxi by means of a combination of qualitative and quantitative research and a combination of questionnaires and interviews. This paper aims to answer the following questions through questionnaires and interviews: (1) what is the status quo of high school English novice teachers' identity? (2) what is the difference between high school English novice teachers' identity and (3) senior high school English teachers' identity recognition? What is the reason for the difference? The results of this study are as follows: (1) the status of high school English novice teachers' identity is higher in general, but lower in the dimension of organizational support. (2) the dimensions of high school English novice teachers' identity are gender, teaching age. There was no significant difference in the four factors of education and grade. (3) there were significant differences in the professional sense of belonging between the novice English teachers in senior high school and the professional title; There are significant differences in the dimension of job engagement, in the dimension of organizational support under the factor of monthly income, in the factor of position, in the dimension of job involvement, in the dimension of organizational support. There are significant differences among the three dimensions of organizational support, English teaching beliefs and vocational values. Based on the results of this study, this paper analyzes the general situation of English novice teachers in senior high school and the reasons for their differences, and puts forward some suggestions on how to improve the identity of English novice teachers in senior high school.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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