Good teachers need to grasp the key points clearly and let students understand,good teachers also need to generally recognized and appreciated by students.A teacher with good ideas and good ethics can be called a good...Good teachers need to grasp the key points clearly and let students understand,good teachers also need to generally recognized and appreciated by students.A teacher with good ideas and good ethics can be called a good teacher.A good teacher is not equal to an expert teacher and when we talk about good teachers we should admit that novice teachers can also be good teachers,we need to find the bright spots in the novice teachers and protect these bright spots.This paper demonstrates that novice teachers can be good teachers by demonstrating their serious professional attitude,advanced teaching concept and strong learning motivation.In addition,by enumerating the weaknesses of novice teachers,such as lack of experience,lack of educational tact,and inadaptability at the beginning of employment and hopes to provide targeted guidance for the training activities of novice teachers in the school.展开更多
Teachers' lesson planning and preparation, which are the most important part of the job of teaching, are the beginning of teaching process. A class cannot be good or well performed without planning or preparation....Teachers' lesson planning and preparation, which are the most important part of the job of teaching, are the beginning of teaching process. A class cannot be good or well performed without planning or preparation. Referring to the five stages model of Dreyfus(1986) and considering the teaching context of middle schools, the researcher uses qualitative and quantitative methods to get and analyze the data from 96 English teachers in three Chinese middle school. The findings show that in teaching content planning, novice and some proficient teachers cares more about the knowledge and the teaching itself, but the expert teachers pay more attention to the students' abilities and development as well as the knowledge; moreover, the novice teachers are more likely to focus on the teaching aims and choosing of teaching aid. This study also has significance in contributing to the teachers' expertise in planning.展开更多
Micro-teaching has been used as a teaching skill since 1960s and it has become an effective method used in teaching training program.This study applies the methods of questionnaires,classroom observations and intervie...Micro-teaching has been used as a teaching skill since 1960s and it has become an effective method used in teaching training program.This study applies the methods of questionnaires,classroom observations and interviews to carry out an investiga⁃tion on novice teachers’reflection on their micro-teaching.The study shows that micro-teaching can stimulate teachers’reflection on their teaching.展开更多
1.INTRODUCTIONTeacher mentoring plays an important role in teacher education.The use of mentoring is strongly advocated for improving novice teachers’ performance in some countries,such as UK and the USA.In China,men...1.INTRODUCTIONTeacher mentoring plays an important role in teacher education.The use of mentoring is strongly advocated for improving novice teachers’ performance in some countries,such as UK and the USA.In China,mentoring has been employed for in-service novice teachers’ development in a number of middle schools for the following reasons:1)In-service novice teachers are officially qualified but have insufficient teaching experience(only two-month teaching practice);2)Some new teachers do not have a strong theoretical base because of the unpractical university curriculum design(Chen,et al.2003);3)Mentoring,originated with the aim of helping novice teachers become qualified teachers,is supposed to help solve the problems mentioned above in the Chinese context.Therefore,it has been adopted,and it is required by some schools and educational bureaus that new teachers should have mentoring during their first or second year in practice.展开更多
This study aimed to examine the relationship between junior high school novice English teachers’emotion regulation and job burnout.To achieve this purpose,a survey consisting of various scales was administered to 133...This study aimed to examine the relationship between junior high school novice English teachers’emotion regulation and job burnout.To achieve this purpose,a survey consisting of various scales was administered to 133 primary school teachers selected from Yunnan Province in China.Statistical analyses revealed gender differences in job burnout and emotion regulation among these teachers and highlighted the association between these two variables.The findings established that male novice English teachers in junior schools generally experience lower levels of job burnout and possess better emotion regulation skills compared to their female counterparts.Additionally,a strong negative correlation was identified between job burnout and emotional regulation skills,indicating that the stronger the emotional regulation skills,the less likely novice English teachers are to experience job burnout.The study further emphasized caution in the use of cognitive reappraisal as an emotion regulation strategy,as it may have an adverse effect on mitigating job burnout.This study concluded with recommendations for providing junior high school novice English teachers with opportunities to develop and enhance their emotion regulation skills to reduce job burnout effectively.展开更多
Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education,ready to actualize their educational ideals. Some head towards a smooth start while others encount...Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education,ready to actualize their educational ideals. Some head towards a smooth start while others encounter a wide range of constraints during their initial years of teaching. Drawing on narrative interviews with a number of novice English teachers in Shenzhen and Hong Kong for at least one academic year and other data sources such as their EFL learning autobiographies and school documents,this paper examines and compares(1) the opportunities and constraints these teachers face in their initial years of teaching and(2)their responses to the perceived opportunities and constraints in their attempts to take control of their teaching,in two different socio-cultural and educational contexts of Shenzhen and Hong Kong. This paper highlights how possibilities for and constraints on teacher autonomy are mediated by teacher agency,teacher identity and teacher beliefs. It also sheds light on how novice teachers can be afforded more opportunities in their struggle to become autonomous practitioners.展开更多
文摘Good teachers need to grasp the key points clearly and let students understand,good teachers also need to generally recognized and appreciated by students.A teacher with good ideas and good ethics can be called a good teacher.A good teacher is not equal to an expert teacher and when we talk about good teachers we should admit that novice teachers can also be good teachers,we need to find the bright spots in the novice teachers and protect these bright spots.This paper demonstrates that novice teachers can be good teachers by demonstrating their serious professional attitude,advanced teaching concept and strong learning motivation.In addition,by enumerating the weaknesses of novice teachers,such as lack of experience,lack of educational tact,and inadaptability at the beginning of employment and hopes to provide targeted guidance for the training activities of novice teachers in the school.
文摘Teachers' lesson planning and preparation, which are the most important part of the job of teaching, are the beginning of teaching process. A class cannot be good or well performed without planning or preparation. Referring to the five stages model of Dreyfus(1986) and considering the teaching context of middle schools, the researcher uses qualitative and quantitative methods to get and analyze the data from 96 English teachers in three Chinese middle school. The findings show that in teaching content planning, novice and some proficient teachers cares more about the knowledge and the teaching itself, but the expert teachers pay more attention to the students' abilities and development as well as the knowledge; moreover, the novice teachers are more likely to focus on the teaching aims and choosing of teaching aid. This study also has significance in contributing to the teachers' expertise in planning.
文摘Micro-teaching has been used as a teaching skill since 1960s and it has become an effective method used in teaching training program.This study applies the methods of questionnaires,classroom observations and interviews to carry out an investiga⁃tion on novice teachers’reflection on their micro-teaching.The study shows that micro-teaching can stimulate teachers’reflection on their teaching.
文摘1.INTRODUCTIONTeacher mentoring plays an important role in teacher education.The use of mentoring is strongly advocated for improving novice teachers’ performance in some countries,such as UK and the USA.In China,mentoring has been employed for in-service novice teachers’ development in a number of middle schools for the following reasons:1)In-service novice teachers are officially qualified but have insufficient teaching experience(only two-month teaching practice);2)Some new teachers do not have a strong theoretical base because of the unpractical university curriculum design(Chen,et al.2003);3)Mentoring,originated with the aim of helping novice teachers become qualified teachers,is supposed to help solve the problems mentioned above in the Chinese context.Therefore,it has been adopted,and it is required by some schools and educational bureaus that new teachers should have mentoring during their first or second year in practice.
文摘This study aimed to examine the relationship between junior high school novice English teachers’emotion regulation and job burnout.To achieve this purpose,a survey consisting of various scales was administered to 133 primary school teachers selected from Yunnan Province in China.Statistical analyses revealed gender differences in job burnout and emotion regulation among these teachers and highlighted the association between these two variables.The findings established that male novice English teachers in junior schools generally experience lower levels of job burnout and possess better emotion regulation skills compared to their female counterparts.Additionally,a strong negative correlation was identified between job burnout and emotional regulation skills,indicating that the stronger the emotional regulation skills,the less likely novice English teachers are to experience job burnout.The study further emphasized caution in the use of cognitive reappraisal as an emotion regulation strategy,as it may have an adverse effect on mitigating job burnout.This study concluded with recommendations for providing junior high school novice English teachers with opportunities to develop and enhance their emotion regulation skills to reduce job burnout effectively.
基金partially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region,China(Project No.HKBU 12403214)
文摘Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education,ready to actualize their educational ideals. Some head towards a smooth start while others encounter a wide range of constraints during their initial years of teaching. Drawing on narrative interviews with a number of novice English teachers in Shenzhen and Hong Kong for at least one academic year and other data sources such as their EFL learning autobiographies and school documents,this paper examines and compares(1) the opportunities and constraints these teachers face in their initial years of teaching and(2)their responses to the perceived opportunities and constraints in their attempts to take control of their teaching,in two different socio-cultural and educational contexts of Shenzhen and Hong Kong. This paper highlights how possibilities for and constraints on teacher autonomy are mediated by teacher agency,teacher identity and teacher beliefs. It also sheds light on how novice teachers can be afforded more opportunities in their struggle to become autonomous practitioners.
