90后新手英语教师职业倦怠案例研究_张佳_4_1_1Statusquoof_省略.docx
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1、 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 novic
2、e 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
3、 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 respo
4、nsibility 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
5、 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
6、 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 sy
7、mptoms 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 challen
8、ge to novice teachers5 professional development if not taken seriously. 17 硕士学位论文 MASTERS THESIS 4.1,1.1 The first stage of 90s novice teachers9 burnout At the beginning of the three novice English teachers9 teaching, they did show their foil expectation of their work and students and they were quit
9、e confident. But some problems did occur to them sooner or later during their work. Novice teachers are at the beginning stage of their professional development and they are exposed to many influences. They are sensitive to various comments outsides and thus find it even harder to make their new tea
10、ching and happy transition (Yuan Lei, 2007). These novice teachers have the following characteristics: (1) be proud of their new class, students and working place as a new teacher and have full of energetic and enthusiasm; (2) struggle to find the recognition from students, colleagues and school adm
11、inistrators. Ms Zhang was always a good student at school and English was her major in her college and she continued to choose English education as her major during her postgraduate time. Indeed, she really has the qualification and capacity to a teacher in such a good high school. But for a young a
12、nd new teacher like her, it was really challenging and stressful for her. Just like other novice teacher, she could not help showing her excitement and love of teaching career and made her teaching work full of expectation. When I first heard the students say hi7 to me and smiled at me happily, my h
13、eart beat so quickly and I was walking on air. When I saw students eager eyes of knowledge, I made up my mind to be a good teacher and try my best to get along well with my students. This is my true feeling of the first day from the bottom of my heart when I became the teacher of these two class. (S
14、eptember 1, 2015) . t4I want to have a good relationship with my students, teacher and students in class and friends after class, and create a harmonious and lively atmosphere in my class. I don9t want to be my English teachers in my middle school, who were always serious and never smiled in their c
15、lass. I dont want my students to be nervous or afraid of me. At first, they showed great interest in me, and even asked something unrelated to study. Sometimes, when I asked them to be quiet and concentrate on the lesson, they seemed not to heard it and went on their playing. They calmed down until
16、I stared at them silently and seriously for a long time. Actually, I was very angry, but I tried not to lost temper. Indeed, I was pretty confused at some students9 ill-mannered behavior in her class and got amb:guous cognition about my role as a teacher.!, (September 11, 2015). When Ms Yan went to
17、this school, she was so proud of herself for being a teacher in a public school, which was more stable and has better management compared with 18 项士学位论文 MASTERS THESIS private schools or tutoring organizations for middle schools. She thought it was worth spending two years passing the recruitment ex
18、amination, though it was a long and rough way for a graduate student. She was hopefiil and satisfied with what she got at first. t4As a new and young English teacher of two classes in high school, my workload was much heavier than I have imagined. Normally, I work five days and a half every week. En
19、glish is a major course, so every week I have twelve classes, six classes of morning reading and four classes of night coaching arrangement. Besides having English classes, I spent most my time preparing for lessons and making and revising the course-ware over and over ain. After all, it was a matte
20、r within my duties and I should do it well. But later I realized that teaching student English was really challenging. What I taught was two slow classes and most students showed no interest in learning English or had poor English, and some even below the level of students of junior high school. But
21、 I still believed that nothing is impossible to a willing heart, so I believe I can do it well.” ( September 29,2014) Mr Wang is a little introverted and shy in front of the whole class at the first time. Actually, it weis not his own willing and choice to major in English education and be a teacher
22、 as his job. He works in a private senior high school of his hometown where agriculture plays an important role, people do not attach importance to education. On the whole, it has poor qualities of students and lack of management in the students9 learning and teaching. (September 17, 2013) 4.1.1.2 T
23、he second stage of 90s novice teachers9 burnout They are over-stressed and anxious at their work and focus on their survival matters and need practical teaching skills badly. They feel unqualified in teaching for lack actual teaching experience and limited knowledge about teaching activities. Theref
24、ore, they need understanding and support from experienced teachers, thus direct teaching coach and guidance are necessary as well (Ma Shunlin, 2009). As Ms Zhang stated, uAs a novice teachers, I was not familiar with the daily teaching work. Sometimes, I found the students didn make out my instructi
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