初任英语教师职业认同及其影响因素探讨

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近些年来,教师职业认同已成为一个独立研究的领域。教师职业认同是与教师自我相关的,在具体环境中建构并且是一个持续发展的过程。国内外不乏对于教师职业认同的实证研究,而对于工作一到三年的初任教师的研究尚在少数。本研究从职业生涯周期的角度出发,调查研究初任教师职业认同及影响他们认同的因素。本研究对广西壮族自治区的12所大学的74名初任英语教师的职业认同状况和影响其职业认同的因素进行了问卷调查和访谈。研究内容包括三个方面:(1)初任英语教师的职业认同现状,包括总体职业认同水平和六个维度的认同水平(专业能力,人际知觉,行为倾向,与学生的关系,自我接受和满足度);(2)个人因素(性别,年龄,所教课程,所教年级,最高学历,教龄,周课时数)与初任英语教师职业认同的关系;(3)教师职业认同影响因素与教师认同的关系。影响因素分为教师自传和教学环境两大因素。其中教师自传包括两个子因素---重要他人和先前的教育;教学环境包括课堂和学校文化。所收集到的数据用SPSS13.0进行统计分析。调查的结果表明:(1)初任英语教师的总体职业认同水平较高。在六个维度中,教师在“行为倾向”和“满足度”这两个维度处于中等水平的认同,其余四个维度都是高水平的认同。其中教师在“与学生的关系”上的认同度最高,在“满足度”上的认同度最低。(2)在个人因素与初任英语教师职业认同的关系方面,数据表明个人因素对教师职业认同水平有影响。(3)影响教师职业认同因素的研究表明教师自传和教学环境对初任英语教师职业认同都有影响,但是教学环境中的学校文化对教师的职业认同起决定性作用。研究结果表明了个人和环境因素对教师职业认同有重要的猜测作用。据此,作者从教师个人和学校两个方面提出五个构建和重构初任英语教师职业认同的建议。论文最后还指出了本研究的不足之处并提出了建议供后续研究参考。【关键词】:职业认同初任英语教师影响因素
【论文提纲】:中文摘要3-5Abstract5-10Chapter1Introduction10-141.1BackgroundoftheStudy10-111.2SignificanceoftheStudy11-121.3OrganizationoftheThesis12-14Chapter2LiteratureReview14-242.1DefinitionofTeachers'ProfessionalIdentity14-152.2StructureandContentofTeachers'ProfessionalIdentity15-182.2.1StructureofTeachers'ProfessionalIdentity15-162.2.2ContentofTeachers'ProfessionalIdentity16-182.3FactorsAffectingTeachers'ProfessionalIdentity18-202.3.1TheBiographyofTeachers18-192.3.2TeachingContext19-202.4RelatedStudiesonTeachers'ProfessionalIdentity20-232.4.1StudiesonTeachers'ProfessionalIdentityAbroad20-222.4.2StudiesonTeachers'ProfessionalIdentityatHome22-232.5Summary23-24Chapter3ResearchDesign24-293.1Objectives243.2Subjects24-253.3Instruments25-273.3.1Questionnaire25-273.3.2InterviewQuestions273.4Protedures27-283.5MethodorDataAnalysis283.6ReliabilityandValidityofthequestionnaire283.7Summary28-29Chapter4DataAnalysisontheRelationshipbetweenTeachers'ProfessionalIdentityandDemographicFactors29-444.1GeneralDescriptionoftheTeachers'DemographicFactors29-304.2GeneralDescriptionoftheTeachers'ProfessionalIdentity30-324.3AnalysisontheRelationshipbetweenTeachers'DemographicDataandtheirProfessionalIdentity32-434.3.1GenderandTeachers'ProfessionalIdentity32-334.3.2AgeandTeachers'ProfessionalIdentity33-364.3.3TeachingCourseandTeachers'ProfessionalIdentity36-374.3.4TeachingGradesandTeachers'ProfessionalIdentity37-394.3.5AcademicDegreeandTeachers'ProfessionalIdentity39-404.3.6YearsofTeachingandTeachers'ProfessionalIdentity40-424.3.7WeeklyClassHoursandTeachers'ProfessionalIdentity42-434.4Summary43-44Chapter5DataAnalysisontheRelationshipbetweenTeachers'ProfessionalIdentityandtheAffectingFactors44-555.1GeneralDescriptionofAffectingFactors44-455.2CorrelationAnalysisonTeachers'ProfessionalIdentityandAffectingFactors45-465.3MultipleLinearRegressionAnalysis46-485.4AnalysisontheRelationshipbetweenAffectingFactorsandTeachers'ProfessionalIdentity48-545.4.1TeacherBiographyandTeachers'ProfessionalIdentity49-515.4.1.1CriticalPersonsandTeachers'ProfessionalIdentity49-505.4.1.2PriorEducationandTeachers'ProfessionalIdentity50-515.4.2TeachingContextandTeachers'ProfessionalIdentity51-545.4.2.1EcologyoftheClassroomandTeachers'ProfessionalIdentity51-525.4.2.2SchoolCultureandTeachers'ProfessionalIdentity52-545.5Summary54-55Chapter6Implications55-606.1AdjustmentromthePerspectiveofTeachers55-576.1.1BeAwareofthePresentStageandMakeOccupationalPlanning55-566.1.2KeeponLearning56-576.2AdjustmentromthePerspectiveofSchool57-596.2.1AssignMentororBeginningTeachers57-586.2.2AdjusttheOrganizationalClimate586.2.3AdjusttheDistributiononWorkloadandSupplies58-596.3Summary59-60Chapter7Conclusions60-627.1SummaryoftheStudy607.2LimitationsoftheStudy607.3SuggestionorFutureStudy60-62Bibliography62-67Appendices67-72AppendixⅠ67-71AppendixⅡ71-72ListofTables72-7ublicationsduringthePostgraduateProgram73-74Acknowledgements74-75
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