西方研究与理论视角下的银川中小学新教师培训2025|PDF|Epub|txt|kindle电子书版本网盘下载

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Part Ⅰ Research Design1

Chapter 1 Introduction1

1.1．Statement of the Problems1

1.2．Purpose and Significance of the Study2

1.3．Research Questions4

1.4．Theoretical Framework for the Study6

1.5．Structure of the Thesis9

Chapter 2 Literature Review13

2.1．Introduction13

2.2．The Chinese Context14

2.2.1．Decentralization and Its Impact on Teacher Education14

2.2.2．Professionalization,Quality Education and Curriculum Reform17

2.2.3．Teacher Induction21

2.2.4．Summary24

2.3．Review of a Selection of the Western English Language Literature25

2.3.1．Overview25

2.3.2．What do New Teachers Need?-Maslow's Hierarchy of Needs27

2.3.3．What if the needs are not met?39

2.4．What Can Be Done to Help New Teachers?41

2.4.1．What is Induction and Why Induction?41

2.4.2．Comprehensive Approaches to Induction44

2.5．Emerging Themes50

2.5.1．Teacher Identity50

2.5.2．Professional Identity as Contextual,Relational and Emotional53

2.5.3．The Awareness of the Professional Identity56

2.5.4．The Narrative Constitution of identity57

2.6．Summary58

Chapter 3 Methodology,Research Design,and Methods62

3.1．Overview:an Interpretive Case Study62

3.2．Method of Inquiry:A Narrative Approach63

3.3．Combining Narrative Interviews with Topical Interviews:Developing a Frame-work for Interviews67

3.3.1．Overview67

3.3.2．The Narrative Interview69

3.3.3．The Topical Interview72

3.3.4．Combining the Two Approaches73

3.4．Participants and Data Collection Process74

3.4.1．Initial Planning of Participants Selection and Data Collection74

3.4.2．Phase One Data Collection and Some Reflections76

3.4.3．Overview of Data Collection Process80

3.5．Data Analytical Approach:a Voice-centred Relational Approach82

3.5.1．Overview82

3.5.2．A voice-centred relational method of data analysis(VCR)83

3.5.3．Summary97

3.6．Reliability,Validity and Generalisability98

3.7．Ethical Considerations100

3.8．Summary101

Part Ⅱ Analysis and Discussion of Findings103

Chapter 4 Induction Programme103

4.1．Overview103

4.2．Induction Policy Directives and Programme Arrangement104

4.2.1．An Overview of the System in Yinchuan104

4.2.2．Context105

4.2.3．Induction Policy Directives106

4.2.4．Induction Programme Emphases and Implementation109

4.2.5．Teacher Assessment121

4.2.6．Evaluation125

4.3．Beginning teachers'expectations about and attitudes towards induction126

4.3.1．Support Expected by New Teachers127

4.3.2．Common Induction strategies experienced by new teachers137

4.4．Summary and Discussion:Characteristics of Secondary School Induction Arrangement in Yinchuan-a Culture of Mentoring148

Chapter 5 Job Motivation155

5.1．Overview155

5.2．Entry into the Profession158

5.2.1．Entry into the ITT Programme158

5.2.2．Entry into Teaching160

5.2.3．Summary163

5.3．Beginning Teaching165

5.3.1．Working with Children168

5.3.2．Working with Colleagues176

5.3.3．Conflict with Individual Principles179

5.3.4．Responsibilities,Workload and Recognition186

5.3.5．Employment Status and Career Directions192

5.4．Summary and Discussion196

Chapter 6 Self-Image200

6.1．Overview200

6.2．Beginning Teachers'Self-Images205

6.2.1．Early Experiences205

6.2.2．Qualification and Employment Status214

6.2.3．Professional Relationship with Students221

6.2.4．Professional Relationships with Mentors and Colleagues229

6.2.5．School and Academic Subjects240

6.3．Summary and Discussion245

Chapter 7 Subjective Educational Theory250

7.1．Overview250

7.2．Beginning Teachers'Subjective Educational Theories257

7.2.1．Being a Learner and Conception of Professional Learning257

7.2.2．Routines and Practical Knowledge266

7.2.3．Pedagogical Perspectives273

7.3．Summary and Discussion282

Part Ⅲ Conclusion292

Chapter 8 Conclusion292

8.1．Overview292

8.2．Answers to Research Questions293

8.2.1．Beginning Teacher Induction in Yinchuan City293

8.2.2．The First Year of Teaching296

8.2.3．Summary302

8.3．Limitations to This Research304

8.4．Implications306

8.4.1．Implications for Teacher Education and Induction307

8.4.2．Implications for Future Research on New Teacher Induction309

8.5．A Final Word311

References313

List of Tables53

Table 2.1：Four Ways to View Identity53

Table 3.1：Data Collection Process81

Table 3.2：Story One88

Table 3.3：Story Two88

Table 4.1：Stage of Teacher Development106

Table 4.2：Stages of Teacher Development108

Table 4.3：Content of Induction Programme Curricula111

Table 4.4：School A New Teacher Professional Development Plan120

Appendices348

Appendix 1：Short Explanations for Terms in Chinese348

Appendix 2：Models of pre-service teacher preparation350

Appendix 3：Six goals of the new curriculum reform351

Appendix 4：Induction Support for new teachers in Shanghai352

Appendix 5：Key Features of Limited versus Comprehensive Induction Programmes354

Appendix 6：Interview Schedule355

Appendix 7：Participants366

Appendix 8：Consent Form371

Appendix 9：The Life Story Method374

Appendix 10：A sample of Pronouns Used by Mr.Fu390

Appendix 11：School D Classroom Teaching Assessment Standard(2009-2010)394

Appendix 12：Student-oriented Classroom Teaching Assessment Form397

Appendix 13：Ningxia Secondary School Teachers Basic Teaching Qualities and Skills Test Form and Rating standard398