新入职教师从教意愿之质化研究.pdfVIP

Abstract Teachers’ teaching willingness is an explicit and compositive form of their Professional cognitionandcareer identity.It’stheprerequisite for strengtheningteachers’ career ideality. It’s the aspiration of teachers for achieving the transition from ordinary people to professionals.As the young blood inthe ranks ofteachers, as thehard core of teachers who are adopting the new philosophy, new teachers’teaching willingness is concerningtheattitudetotheteachingprofessionandwhethertheyarewillingtocontinue to teach or teach as a lifelong career .And it also plays a critical role in whether the outstanding talents are willing to enter the teaching profession. Meanwhile, teaching willingnesshasimportantinfluencetoteachers’emotionalstateandenthusiasmduringthe educationandteachingtasks. This study adopts the qualitative research paradigm, using interview , observation and physical analysis to research four new teachers teaching willingness. We can gain furtherinsightintonewteachers’definiteideas ,developmentandchangesfromtheirown mind experience, and also this study will provide reference for teacher education and teachers’schoolteaching. To understand four new teachers thinkings to their teaching willingness by their teaching experiences, and to understand the case teachers representation on teaching willingness. Learnt that new teachers pay homage to teachers career but rejection from teaching,thewillingness to continuetoteach orteach asalifelong career is alsogeneral negative; the study analyzed the factorsthat affect teachers teaching willingness include personal traits, individual experience, teaching motivation, teaching achievement and teachers economic and social status, etc. Personality and individual experience has important influence to new teachers cognize to teaching before to teach. Teaching motivation, teaching achievement and teachers’current economic and social statu