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初中英语老师职业认同情况概述

时间: 2015-03-16 编号:sb201503161029 作者:蜂朝网
类别:英语论文 行业: 字数:32500 点击量:1968
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文章摘要:
Due to the rapid globalization and development, wide ranging educational reformshave been taking place in many countries, particularly in the developing countries. Inspite of an ongoing agenda of educational reform for teacher education, there aremany shortages.

Chapter One Introduction


1.1 Background of the Study

Language learners have been the focus of researches for many years, whileteacher development has not been paid sufficient attention. Lange (2000) pointed outthat there were only a few researches on EFL teachers from 1977 to 1987. Until the1980s, some western linguists realized the important role of teachers in the teaching,and started to inquire theoretically into EFL teachers. In the 1990s, more and moreempirical researches focused on EFT teachers (Velez-Rendon, 2002). Thedevelopment of teacher education in the past 40 years was divided into three stagesaccording to K. E. Johnson (2006). The first stage is in the mid-1970s, the focus ofteacher education was teaching methodology. The second stage is in the mid-1980s,teachers’ knowledge and teaching practice was the core of researches. The third stageis in the mid-1990s, teacher education experienced the culture turn, and researcherspaid more attention to EFL teachers as participants of the social community, soinner-self of EFL teachers was concentrated. After being long neglected, teachers’professional career development, which regards the teachers as natural human beings,gradually aroused the concern by more EFL researchers.Many researchers find that the inner–self is important to EFL teachers, whichinfluences how they understand the teaching ideas and how to practice (Weisman,2001). In recent years, as the crucial factor of personal inner-self, “identity” attractsmore attention (MacLure, 1993; Beijiaard, Verloop & Vermunt, 2000; Day, Kingtona,Stobartb & Sammonsa, 2006). They point out that teachers’ professional identity (TPI)not only influences teacher development and professional efficacy, but also influenceshow teachers face the educational reform and how to apply the new teaching conceptin the teaching practice (Beijiaard et al., 2000).

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1.2 Significance of the Study

Due to the rapid globalization and development, wide ranging educational reformshave been taking place in many countries, particularly in the developing countries. Inspite of an ongoing agenda of educational reform for teacher education, there aremany shortages. The China government found that the problem of the teacher was stillthe main problem that it must be confronted. In a traditional top-down approach, thelack of success of many innovative projects is attributed to the failure of teachers toimplement the innovation in a way corresponding to the intentions of the developers. These years, although the treatment and TI have improved in China, manyteachers still feel unsatisfied with the status quo under the background of theco-existence of market economy and multicultural values.

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Chapter Two Literature Review


2.1 Researches on TPI

There are various definitions of the teachers’ professional identity (TPI) given byresearchers. Some researchers define professional identity (PI) as teachers’ conceptsor images of self (e.g., Knowles, 1992; Nias, 1989).Some define PI as a kind ofargument to explain, justify and make sense of themselves in relation to others, and tothe world at large (MacLure, 1993). Some define PI as teachers’ senses andperceptions of their roles (e.g., Goodson & Cole, 1994; Volkmann & Anderson, 1998).Some define it as teachers’ perceptions of themselves as an occupational group (e.g.,Beijaard et al., 1995, 2000; Coldron & Smith, 1999). And some define it as reflectionor self evaluation (e.g., Cooper & Olson, 1996; Kerby, 1991).It is also widely acknowledged that identity is socially-related, such as “Who orwhat someone is, the various meanings people can attach to themselves, or themeanings attributed by others’’ (Beijaard, 1995). Teachers’ identity (TI) is constantlybecoming in a context embedded in power relations, ideology, and culture (Zembylas,2003). To be specific, teachers’ sense of identity is the means with which they respond,reflect upon and manage the interface between their educational ideals, beliefs, socialsituation and broader social and policy context (Day & Leithwood, 2007).

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2.2 Researches on CETPI

Teachers from different disciplines have experienced different changes in theirperceptions of their PI (Beijaard, et al., 2000). The PI of teachers who teach differentsubjects acquires different system of knowledge. The knowledge shapes the formation of the teachers' professional knowledge and promotes TPD (Ashton & Gregoire, 2003;Borko & Putnam, 1996; Grossman, 1990; Hoy, Davis, & Pape, 2006; Shulman, 1986a,1986b, 1987). So EFL teachers have their special perceptions of PI or even thedifferent paths of the construction.For example, Amy Tsui (2007) claimed that the EFL teacher struggled withmultiple identities during the process of the TPI formation through a six yearsfollow-up survey. And the researching results also showed that there was interplaybetween reification and negotiation of meanings, and the institutional constructionand his personal reconstruction of identities. The stories of his highlighted thecomplex relationships among membership, competence, and legitimacy of access topractice; among the appropriation and ownership of meanings, the centrality ofparticipation, and the mediating role of power relationships in the processes ofidentity formation.

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Chapter Three Research Methodology......17

3.1 Research Design..........17

3.1.1 Research Questions..........17

3.1.2 Research Subjects......17

3.2 Instruments....18

3.3 Reliability......21

3.4 Validity..........22

3.5 Summary.......25

Chapter Four Results and Discussion.......26

4.1 Data from Questionnaire....26

4.2 Results of the Interview......43

4.3 Summary.......45

Chapter Five Conclusion.......46

5.1 Major Findings.....46

5.1.1 Situation of CETPI....46

5.1.2 Influencing Factors on CETPI........47

5.2 Suggestions for Improving CETPI..........47

5.3 Limitations of the Study.....48

5.4 Suggestions for Further Study..........49


Chapter Four Results and Discussion


4.1 Data from Questionnaire

Table 4.1 presents the distribution of the sample group with respect to gender,year of teaching, year of birth, education background, professional and technical rank,monthly income, position and location of the school in terms of totals and percentagesfor each variable separately. The distributions in Table 4.1 shows the proportion of junior high school CETs ingender, year of teaching, year of birth, education background, professional andtechnical rank, monthly income, position and location of the school.The number of participants for the questionnaire is 62. Among them, 52 arefemale and only 10 are male. The number of female teachers is about 5 times that ofmale teachers.The percent of the teachers who have been teaching for more than 16 years is69.4%. It means most CETs in junior high school have been in the job burnout.Teacher is one of the hit groups for job burnout. Teachers' structure in HTD hasappeared aging.The percent of the teachers born in the 80s and 70s is 53.2%, a little more thanthat in the 60s.Only one teacher graduated from the junior college and another one ispostgraduate. 96.8% of teachers are graduates holding bachelor degrees, which hasreached the requirement of the Ministry of Education for teachers in junior highschool.


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Conclusion


This chapter makes a conclusion of the major findings in this study. It alsopresents some suggestions for improving CETPI and the limitations of this study. Inthe end, it presents suggestions for further study. The job as a CET should be evaluated in a more humanism and fair way. It is notright to judge to a CET only by the achievement of the students. The improvement ofCETs’ status, guarantee comes by the economic treatment. The economic treatment ofteacher refers to material rewards as the payment, welfare, subvention, and subsidyetc, legally given for teachers’ labor. It is important to better the offerings and welfarepackages to teachers within the reasonable level. As for teachers’ work, the parents’cooperation with the school plays a crucial role in children’s education. The bettercommunication between the school and the parents will help a lot.

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Reference (omitted)


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