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    90后新手英语教师职业倦怠案例研究_张佳___ResearchMethodolo.docx

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    90后新手英语教师职业倦怠案例研究_张佳___ResearchMethodolo.docx

    硕士学位论文 MASTER’S THESIS III. Research ology 3.1 Research goal and questions This thesis is meant to investigate the problems which the 90s novice teachers frequently meet in the course of their teaching, analyzes the internal and external factors that afifect the 90s novice English teachers, professional development, and offer some specific and practical advice and solutions for their professional teaching development. The study strives to investigate the following questions 1. What is the status quo of the 90s novice teachers* burnout in senior high schools in the background of new curriculum re 2. What are the specific reasons of 90s novice teachers5 burnout in senior high school 3.2 Participants of the research The author gave out the questionnaire of teachers5 burnout to the novice English teachers of 90s in different senior high schools in Anhui Province and chose three typical ones from them who sure have different degree of teachers5 burnout. Thus the participants consist of three novice English teachers in three different senior high schools, one male teacher and two female teachers. They are Mr Wang, Ms Yan and Ms Zhang, bom respectively in 1990, 1991 and 1992. To some extent, they are all inexperienced English teachers and their teaching time ranges from half a year to two years. Ms Zhang was bom in 1992 and she was a postgraduate student of 2015 and now she has just been a school teacher in the first year. She chose this school through job fairs held on the campus of her school. It has been successively uated as a Provincial Key High School, a National Level Demonstrative High School and a Provincial Four-star Level High School. Mr Yan was bom in 1991 and now she is an English teacher of two classes in Grade 2. In order to go to a public senior high school, she has participated in the test of teachers, recruitment twice and finally she made it and came to this school two years ago. Mr Wang was bom in 1990 and it has been two and half years since he graduated from a 硕士学位论丈 MASTER’S THESIS normal university and now he is an English teacher of Class 1 and Class 5 of Grade 3 in a senior high school. In the past few months, when the author communicated with them and asked them to take part in the research of novice teachers5 burnout, some even never heard of it, but most of them seem to have much negative emotions and terrified health condition. They showed their willingness to this research. 3.3 Research instrument This study explores these three 90s novice English teachers, initial teaching experience by narrative inquiry, analyses the problems which they mainly face, find out the main factors that cause teachers5 burnout and take some effective measures to prevent and reduce the 90s novice English teachers, burnout. The data of the study are the details of the three 90s novice English teachers in their school teaching work, including classroom observation, interview, their daily teaching journals and records. Through the questionnaires of teachers, burnout, the author can know the current situations of the 90s novice English teachers in senior high schools and know what level of senior high teachers5 burnout and what measures and solutions they took in their daily teaching. With the help of interview, the author can have a deep and thorough understanding of different teachers5 responses and symptoms of job burnout. Observation in classroom behaviors provides strong and direct evidence of the teachers5 burnout of 90s novice English teachers in senior high schools and helps the author to find the real and concrete reasons for current 90s teachers5 burnout. Besides, through observation researcher can have more direct feelings toward the current situation of teachers5 burnout of 90s novice English teachers in senior high schools. 33.1 Narration In this part, the author collected the data in the of narration of the three 90s novice English teachers in senior high schools. Carter and Doyle 1996 pointed out that the narrative data emphasized on the participants, transing of identity between ideal and reality, and how to express himself/herself in class. Thus, all the narration was mainly from their teaching journals, teaching diaries and teaching reflection which had special foundation and value and were a tool of senior high school English teachers’ self-assessment. 15 硕士学位论文 MASTERS THESIS 33.2 Classroom observation In order not to have any influence on the normal teaching of the three participant teachers, the author didnt observe their classroom teaching in person like the traditional public class observation, but watched the teaching videos which were recorded by the camera and tripod in the back of the classroom. Besides, the author could make use of these teaching videos as much as she could and kept gaining insight into the study novice teachers, burnout as well as finding some practical measures later. And the three novice teachers could arrange flexible time for the recording their lessons. 3 J,3 Interview The author interviewed the three novice English teachers face to face as they set in advance. To have a deeper understanding of different novice English teachers’ job burnout, tiie author prepared an outline of teachers self-assessment of their teaching work in the interview, which was attached in the Appendix I. And the author recorded their interview and took notes if necessaiy. 3.4 Data collection and analysis According to the data collected, the author divided the three teachers5 job burnout into three stages from their adaptation period at the first period, their mental and body tiredness of spending time at school with students day and night without essential achievement and success and the consideration of changing working environment or their job to have more clallenging work and self-promotion. 16 硕士学位论文 MASTERS THESIS IV. Results and Discussion Teachers, burnout is not an instant response to a particular eventj but a result of experiencing stress over long periods of time. Through the narration the participants, questionnaire and individual interview of this study, the reasons for 90s novice English teachers in senior high school are various and complex. In this part, the author analyzes the reasons of teachers5 burnout from internal and external aspects, including individuals, teaching targets, organization and society. 4.1 Results 4.1.1 Status quo of the 9 i noyice English teachers9 burnout Three participants are novice English teachers in senior high schools. Vonk 1989 argues that it is the critical period of their profession at the beginning of their teaching for novice teachers. At this stage, they are trying to their role from students to teachers and first take on responsibility of teaching independently and completely. Teachers5 professional development is pretty complex, which is a multidimensional and contextualized process. Hauge 2000 and Flores 2001 pointed out that the differences of values, different education and practice cause their conflicts in their identities and recognition and accompany novice teachers for their identity. The case study of the three 90s novice English teachers* in senior high school shows that novice teachers are trapped in a state of unhealtfainess, unhappiness and unpleasantness both in the body and mind on the whole. And they have suffered teachers5 burnout to varying degrees and the main symptoms are in terms of emotional exhaustion, low sense of achievement, burnout and damage in health and interpersonal relationships. Their confidence and enthusiasm in teaching are greatly decreased wiien they feel any of the symptoms of burnout excessive tiredness, distraction, lack of interest, a vague sense of futility. Thus it has a bad effect on their teaching efficiency and its negative effect has affected students* mental health and violates the goal of quality education. Teachers burnout may become a severe challenge to novice teachers5 professional development if not taken seriously. 17

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