新入职特岗英语教师身份认同的调查研究

发布时间：2019-05-20 12:40

【摘要】：教师身份认同是教师在教学实践过程中逐步形成的对自我、教师角色及周围环境的认识和理解,是持续不断地构建过程。教师身份认同不仅影响教师对自我的认识,而且对教学质量和教师的专业发展都有着非常重要的实践和理论意义。目前,特岗教师作为教师中比较特殊的群体,多指大学毕业后到偏远地区任教(1-3年)的教师,在某种程度上也是新手教师。而我国对外语教师身份认同的研究主要集中于大学、高中英语教师,针对特岗英语教师身份认同的研究较少,而且只涉及了教师专业认同,未提及教师身份认同的行为和情感方面。基于此,本研究收集整理了教师身份认同的相关研究,采用问卷调查和访谈相结合的方法对陕西省清涧县14所中小学的94名特岗英语教师进行身份认同调查,并对其中的15位特岗英语教师进行了访谈,旨在了解以下四个问题:1、新入职特岗英语教师身份认同在认知层面上情况如何?2、新入职特岗英语教师身份认同在情感层面上表现如何?3、新入职特岗英语教师身份认同在行为层面上表现如何?4、影响新入职特岗英语教师身份认同的因素有哪些?利用SPSS17.0对数据进行分析,研究发现:第一,新入职特岗教师身份认同的均值是3.30,说明陕西省清涧县94名特岗英语教师身份认同整体水平较好;第二,具体到三个维度身份上的认同不太均衡,在认知层面上身份认同较高(均值达到了4.15),而在情感(2.85)和行为(2.45)层面上的结果不太令人满意。第三,研究还表明入职年限不同的特岗英语教师身份认同在这三个维度上都有显著性差异。在认知层面,由于工作年限越久,对教师角色、专业和环境的认识越清晰,导致一年教师的身份认同明显低于两年教师的身份认同,两年教师的身份认同低于三年教师的身份认同;在情感层面,由于两年教师对工作热情度的下降而使得两年教师的情感认同低于一年和三年的教师;在行为层面上,一年教师的身份认同明显低于三年的教师是因为一年教师专业知能的不足和对自己的不自信。最后,研究发现,影响特岗英语教师身份认同的主要因素是个人和环境两个方面。个人方面的影响因素分别是教师的情感态度和教师的英语专业能力;环境方面的影响因素涉及到了学校文化、同事和学生关系和学校环境等。最后,作者从三个方面提出了促进特岗英语教师身份认同的建议:首先,教师自身应经常进行自我反思(主要在教学行为、教学成绩和情感信念方面进行反思);其次,特岗英语教师应提高自我专业知能,除了英语专业学科知识外,还应掌握一定的教育学和心理学知识;另外,学校和相关特岗教师政策部门应创造良好的环境,支持教师身份认同的发展。对新入职特岗英语教师身份认同状况的调查研究,不仅有利于新入职特岗英语教师清楚的认识自己,提高教学,促进专业发展;而且为进一步了解“特岗计划”的实施和这一政策的改进提供一点参考意见。
[Abstract]:The teacher's identity is a continuous construction process of the teacher's understanding and understanding of the self, the role of the teacher and the surrounding environment in the course of the teaching practice. The identity of teachers not only affects the self-understanding of the teachers, but also has very important practical and theoretical significance to the teaching quality and the professional development of the teachers. At present, as a special group of teachers, the special-duty teacher is a teacher who is teaching in remote areas (1-3 years) from the university and is a new teacher to some degree. The research on the identity of foreign language teachers in our country is mainly focused on the university, the high school English teachers, the research on the identity of the English teachers in the special post is less, and only the professional identity of the teachers is concerned, and the behavior and the emotional aspects of the identity of the teachers are not mentioned. Based on this, the research collected the relevant research of the teacher's identity, using the method of the combination of the questionnaire and the interview to investigate the identity of 94 special-duty English teachers in 14 of the 14 primary and secondary schools in Qingling County, Shaanxi Province, and conducted an interview with the 15 special-duty English teachers. The purpose of this paper is to understand the following four questions:1. What is the status of new-in-grade English teacher's identity in the cognitive level? 2. How does the new-in-grade English teacher's identity agree on the emotional level? 3. How does the new-in-grade English teacher's identity agree on the behavior level? 4. What are the factors that affect the identity of new-in-grade English teachers? The data is analyzed by the SPSS17.0. The results show that the mean value of the identity of the first and the new-in-job special-duty teachers is 3.30, which shows that the identity of the 94 special-duty English teachers in Qingming County of Shaanxi Province is better than the overall level, and the second, the identification of the three-dimensional identity is less balanced. At the cognitive level, the identity was high (the mean value reached 4.15), while the results at the level of emotion (2.85) and behavior (2.45) were not satisfactory. Third, the study also indicates that the identity of special-duty English teachers with different employment years has a significant difference in these three dimensions. On the cognitive level, the longer the working life, the more clear the teacher's role, the professional and the environment, the identity of the one-year teacher is obviously lower than the identity of the two-year teacher, the identity of the two-year teacher is lower than the identity of the three-year teacher, and at the emotional level, The two-year teacher's emotional identity is less than one year and three years since the two-year teacher's decline in the enthusiasm of the job; at the behavioral level, a year's teacher's identity is clearly less than three years because of the lack of a one-year teacher's professional knowledge and the lack of self-confidence. Finally, the research finds that the main factors that affect the identity of the English teachers in the special post are both personal and environmental. The influence factors of the individual are the emotional attitude of the teacher and the ability of the English major of the teacher, and the influence factors of the environment are related to the school culture, the colleagues and the student relationship and the school environment. In the end, the author put forward the suggestion to promote the identity of the teacher in the special post in three aspects: first, the teacher should self-reflection (mainly in the aspects of the teaching behavior, the teaching achievement and the emotional conviction); secondly, the teacher should improve the self-professional knowledge, In addition to the knowledge of the subject of English major, it is necessary to master the knowledge of pedagogy and psychology; in addition, the policy department of the school and relevant special-duty teachers should create a good environment to support the development of the identity of teachers. The investigation of the status of the new-in-grade English teacher's identity is not only beneficial to the new-in-the-job English teachers to know themselves well, to improve the teaching and to promote the professional development, but also to provide some reference for the further understanding of the implementation of the "special post plan" and the improvement of this policy.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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