职前教育和教学环境对新手英语教师教学信念的影响
发布时间：2023-09-18 19:47
本文旨在研究中国新手英语教师教学信念相关问题,探究新手教师教学信念的来源及其如何影响教师的教学信念。新手教师的教学信念在其实际从事教学前就已形成,大多受到职前教育时期教师的教学方法、教学态度等因素影响。这些间接教学经验逐渐在其脑海中形成初期的教学信念,影响他们之后对教学的认识和看法。实际教学中,其教学信念受教学环境影响而发生变化。以往研究通常采用课堂观察、问卷或访谈形式了解教师的想法或信念,对象多为已入职或师范专业毕业的教师。本研究选定三位来自不同地区并拥有不同教育背景的教师,其中一位为非师范专业毕业,旨在探究职前教育和工作环境对新手教师教学信念的影响。本研究通过访谈让教师完整叙述自己的学习和教学经历,将其讲述写成连贯篇章进行分析,探究学习经历及教学环境对其教学信念的影响。结果表明,英语师范专业开设的课程让新手教师有机会提前了解前沿教育理念、课堂活动设计方法,一年的实习期对其认识真实的一线教学、培养其教学能力、加深其对教学和学生的理解有很大帮助。非师范专业毕业的新手教师在课余时间参加过英语教学相关的兼职并向经验教师学习,从而初步形成了对教学和学生的信念。三位教师的教学信念总体保持一致,...
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
摘要 Abstract Acknowledgements Chapter 1 Introduction
1.1 Teachers' Beliefs
1.2 EFL Teachers' Pedagogical Beliefs
1.3 Aims and Rationale
1.4 Organization of the Dissertation Chapter 2 Literature Review
2.1 Research on Novice Teachers
2.2 Research on Teachers' Beliefs and Teacher Preparation Programs
2.3 Research on Teachers' Beliefs and Working Enviornment Chapter 3 Methodology
3.1 Research questions
3.2 Research method
3.3 Participants
3.4 Data collection and analysis
3.4.1 Interview
3.4.2 Classroom observation Chapter 4 Ma's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
4.1 Ma's Story of his Teaching Profession
4.1.1 Learning experience and passion for teaching
4.1.2 Internship at a Local Public School
4.1.3 Working as an EFL teacher in Ningxia province
4.2 Ma's Pedagogical Beliefs
4.2.1 Beliefs about EFL teaching
4.2.2 Beliefs about students
4.2.3 Beliefs about teachers' role in the classroom
4.2.4 Beliefs about student-teacher relationship
4.3 Influential factors for Ma' s pedagogical beliefs
4.3.1 Teacher preparation program
4.3.2 Teaching practicum
4.3.3 Working experience in secondary schools
4.4 Summary Chapter 5 Tan's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
5.1 Tan's story of her teaching profession
5.1.1 Learning experience and passion for teaching
5.1.2 Internship at college and public high school
5.1.3 Working as an EFL teacher in Ningxia province
5.2 Tan's Pedagogical Beliefs
5.2.1 Beliefs about EFL teaching
5.2.2 Beliefs about Students
5.2.3 Beliefs about teachers' role in the class
5.2.4 Beliefs about student-teacher relationship
5.3 Influential factors for Tan's pedagogical beliefs
5.3.1 Teacher preparation program
5.3.2 Teaching practicum
5.3.3 Working experience in secondary schools
5.4 Summary Chapter 6 Chen's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
6.1 Chen's story of her teaching experience
6.1.1 Learning experience and passion for teaching
6.1.2 Internship at a local high school
6.1.3 Working as an EFL teacher in Beijing
6.2 Chen's Pedagogical Beliefs
6.2.1 Beliefs about EFL teaching
6.2.2 Beliefs about students
6.2.3 Beliefs about teachers' role in the class
6.2.4 Beliefs about student-teacher relationship
6.3 Influential factors for Tan's pedagogical beliefs
6.3.1 Teacher preparation program
6.3.2 Teaching practicum
6.3.3 Working experience in secondary schools
6.4 Summary Chapter 7 Discussion
7.1 Novice Teachers' Pedagogical Beliefs
7.1.1 Beliefs about EFL teaching
7.1.2 Beliefs about students
7.1.3 Beliefs about teachers' role in the class
7.1.4 Beliefs about student-teacher relationship
7.2 The influence of pre-service learning experience
7.3 The influence of working experience Chapter 8 Conclusion
8.1 Pedagogical Beliefs of the Novice and Influential Factors
8.2 Limitations and Implications Reference Appendix
本文编号：3848171
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
摘要 Abstract Acknowledgements Chapter 1 Introduction
1.1 Teachers' Beliefs
1.2 EFL Teachers' Pedagogical Beliefs
1.3 Aims and Rationale
1.4 Organization of the Dissertation Chapter 2 Literature Review
2.1 Research on Novice Teachers
2.2 Research on Teachers' Beliefs and Teacher Preparation Programs
2.3 Research on Teachers' Beliefs and Working Enviornment Chapter 3 Methodology
3.1 Research questions
3.2 Research method
3.3 Participants
3.4 Data collection and analysis
3.4.1 Interview
3.4.2 Classroom observation Chapter 4 Ma's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
4.1 Ma's Story of his Teaching Profession
4.1.1 Learning experience and passion for teaching
4.1.2 Internship at a Local Public School
4.1.3 Working as an EFL teacher in Ningxia province
4.2 Ma's Pedagogical Beliefs
4.2.1 Beliefs about EFL teaching
4.2.2 Beliefs about students
4.2.3 Beliefs about teachers' role in the classroom
4.2.4 Beliefs about student-teacher relationship
4.3 Influential factors for Ma' s pedagogical beliefs
4.3.1 Teacher preparation program
4.3.2 Teaching practicum
4.3.3 Working experience in secondary schools
4.4 Summary Chapter 5 Tan's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
5.1 Tan's story of her teaching profession
5.1.1 Learning experience and passion for teaching
5.1.2 Internship at college and public high school
5.1.3 Working as an EFL teacher in Ningxia province
5.2 Tan's Pedagogical Beliefs
5.2.1 Beliefs about EFL teaching
5.2.2 Beliefs about Students
5.2.3 Beliefs about teachers' role in the class
5.2.4 Beliefs about student-teacher relationship
5.3 Influential factors for Tan's pedagogical beliefs
5.3.1 Teacher preparation program
5.3.2 Teaching practicum
5.3.3 Working experience in secondary schools
5.4 Summary Chapter 6 Chen's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
6.1 Chen's story of her teaching experience
6.1.1 Learning experience and passion for teaching
6.1.2 Internship at a local high school
6.1.3 Working as an EFL teacher in Beijing
6.2 Chen's Pedagogical Beliefs
6.2.1 Beliefs about EFL teaching
6.2.2 Beliefs about students
6.2.3 Beliefs about teachers' role in the class
6.2.4 Beliefs about student-teacher relationship
6.3 Influential factors for Tan's pedagogical beliefs
6.3.1 Teacher preparation program
6.3.2 Teaching practicum
6.3.3 Working experience in secondary schools
6.4 Summary Chapter 7 Discussion
7.1 Novice Teachers' Pedagogical Beliefs
7.1.1 Beliefs about EFL teaching
7.1.2 Beliefs about students
7.1.3 Beliefs about teachers' role in the class
7.1.4 Beliefs about student-teacher relationship
7.2 The influence of pre-service learning experience
7.3 The influence of working experience Chapter 8 Conclusion
8.1 Pedagogical Beliefs of the Novice and Influential Factors
8.2 Limitations and Implications Reference Appendix
本文编号：3848171
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