新入职特岗英语教师身份认同的调査研究.docVIP

　　新入职特岗英语教师身份认同的调査研究----特岗教师论文 --1. Introduction 1.1 Research Background inistry of Education, Ministry of Finance, the Ministry of Human Resources and Social Security issued a notice that to implement the Special-post Teachers Plan continually in 2009. On July 23rd, 2010, Chinese government promulgated the The National Education Reform and Development of Long-term Planning Program (2010-2020) plement at the rural pulsory education stage. In the end of 2012, there portant part of rural teachers in our country. Therefore, more attention should be paid to the special-post teachers. Hoe problems in the special-post teachers. As a special group, the special-post teachers are different from the teachers anent teaching job in a school. First, as a ne teachers’ identity in short time. Second, the teacher --s ent are difficult to integrate into the environment in rural school. Third, their obligations are the same as other teachers, but they have to face challenge to bad teaching environment, loent, e, the special-post teacher is difficult to obtain the social recognition, so it is not helpful for teachers to devote the enthusiasm to their ent to themselves. ent effectively. (Kontra, 1997). The enhancement of English teachers’ sense of identity can make them feel the value of English teaching and find fun from their hearts (ong the ne. Therefore, the author e . Based on the social-culture theory and teacher professional development theory, bining the qualitative and quantitative research methods, the author tries to investigate the status of special-post English teachers’ identity on cognitive level, affective level and behavioral level so as to help the special-post English teachers to understand their identity better. This research has great significance in studying the special-post English teachers. Firstly, the nbs --p;research can enrich and supply teachers researches, especially for the study of special-post English teachers. Secondly, the study helps special-post Eng