广西特岗英语教师与初任普岗英语教师职业认同对比研究

摘要

英语教师职业认同是教师对自己所从事的职业和自身所扮演角色的认可和接受程度，并能够对自己职业的各个方面表现出来的积极感知和正面评价。较高的职业认同有利于提高教师专业素质，提高教学的质量。2006年起，我国开始实施特岗计划来促进我国农村地区的教学发展。特岗教师作为促进农村教育发展的新动力，其职业认同也逐渐引起了社会和研究者们的注意。但是大多数研究都是从特岗教师群体出发，对于特岗教师与普岗教师的差异问题少有研究。
　　本研究采用问卷调查与访谈等工具，探讨了上述两个群体教师的职业认同情况，以期回答以下三个问题:(1)特岗英语教师和初任普岗英语新手教师的职业认同总体上是否存在差异？(2)特岗英语教师和初任普岗英语英语教师的职业认同在四个维度上是否存在差异？(3)影响这两个教师群体的职业认同的因素有哪些差异？
　　研究结果表明:(1)从总体上看，特岗英语教师和初任普岗英语教师的职业认同水平较高。但两者相比，普岗英语教师略高于特岗英语教师。(2)两个教师群体的职业认同存在显著差异，在四个维度中，除了职业行为倾向，其余三个维度都存在显著差异。(3)另外，教师自传、教学环境和社会环境三大因素对教师的职业认同都存在一定程度的影响。其中教师自传起着比较重要作用。其次通过对比发现，这两个教师群体在这三个因素的影响上不存在显著差异。
　　根据调查结果，本文从教师、学校和社会群体三个方面对提升英语教师职业认同，缩小特岗英语教师与普岗英语新手教师差异提出了几点针对性的对策和建议。

目录

摘要

Abstract

List of Tables

Contents

Chapter One Introduction

1．1 Background of the Study

1．2 Significance of the Study

1．3 Layout of the Thesis

Chapter Two Literature Review

2．1 Relevant Definitions

2．1．1 Definition of Professional Identity

2．1．2 Definition of Teachers’ Professional Identity

2．1．3 Definition of Special-post Teachers

2．1．4 Definition of Ordinary-post Novice English Teachers

2．2 Influencing Factors

2．3 Relevant Studies on Teachers’ Professional Identity At Home and Abroad

2．3．1 Studies Abroad

2．3．2 Studies on Ordinary-post teachers’ Professional Identity at Home

2．3．3 Studies on Special-post Teachers’ Professional Identity

2．4 Theoretical Foundations

2．4．1 Self-identity Theory

2．4．2 Social Identity Theory

2．5 Theoretical Framework of the Study

Chapter Three Methodology

3．1 Research Questions

3．2 Research Subjects

3．3 Research Instruments

3．3．1 Questionnaire

3．3．2 Interview

3．4 Research Procedures

Chapter Four Results Analysis and Discussion

4．1 General Picture of Special-post and Ordinary-post Novice English Teachers’ Professional Identity

4．2 Comparative Analysis of Special-post and Ordinary-post Novice English Teachers’ Professional Identity

4．2．2 Comparison of the Role Values

4．2．3 Comparison of the Sense of Professional Belonging

4．2．4 Comparison of the Professional Values

4．2．5 Comparison of the Professional Behaviors Inclination

4．3 Comparative Analysis of Influencing Factors

4．3．1 Overall Picture of Affecting Factors of Teachers’ Professional Identity

4．3．2 Correlation Analysis of Teachers’ Professional Identity and Influencing Factors

4．3．3 Comparative Analysis of Influencing Factors in Different Dimensions

Chapter Five Findings and Implications

5．1 Major Findings

5．2 Implications of the Study

5．2．1 Implications for Special-post English Teachers

5．2．2 Implications for Ordinary-post Novice English Teachers

Chapter Six Conclusion

6．1 Summary

6．2 Limitations

6．3 Suggestions for Further Studies

Bibliography

Appendices

Acknowledgments

声明