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A Study on the Teaching Frustration and Resilience of the Beginning Teachers in Elementary Schools
The purpose of this research is to explore the situation of beginning teachers in elementary schools encountering teaching frustration, and the process and methods of improving resilience.There are three main research purposes. First, explore the source of teaching frustration for beginning teachers in elementary schools; second, analyze the process of beginning teachers in elementary schools responding to teaching frustrations; and finally discuss the impact factors and operating modes to improve resilience of beginning teachers in elementary schools . This research was a case study. The object of study was a elementary school beginning teacher who teach a sixth grade class in Taichung . Researchers interviewed, observed, document analysis and other qualitative research methods to collect data, and further analyze the data and summarize the research results. Based on the research results and discussion, the following conclusions are obtained: 1. The source of teaching frustration for beginning teachers is mainly the gap between teachers' knowledge and expectations ,and attribution errors. Beginning teachers tend to have too much expectations for their students, and they are also full of expection for teaching, but often their personal teaching knowledge and experience are not enough to meet their expectations or goals. Attribution errors also often lead to the inability to successfully solve the teaching dilemma. Therefore, when the beginning teachers fail to achieve a balance between expectations and abilities, or when attribution errors occur, there will be teaching frustration. 2. The process of beginning teachers in elementary schools responding to teaching frustrations can be divided into seven stages. Includes "actively seeking external support systems", "continuous self-reflection and self-negation", "negative escape from frustration situations", "redefining frustration situations", "proving self-ability, seeking breakthroughs", "accepting reality", "returning to the original intention" . 3. Along with the stage of responding to teaching frustrations, the operation mode of resilience of the beginning teachers of elementary school changes four modes back and forth. Including "compensation mode for external support system to resist frustration", "reconstruction process mode of body and mind balance", "lost reconstruction process mode", "self-assessment, copying experience immune mode", "self-seeking breakthrough immune mode" , "Compensation model for changing views", "Challenge model for consolidating teaching frustration". And according to the research results, in terms of teaching frustration, it provides specific suggestions for the three aspects of school institutions, beginning teachers in elementary school, and future research directions. 1. Government, school institutions (1) Institute for beginning teachers should increase the experience sharing of teachers who just past the beginning stage ,and extend the time of the teacher learning community. (2) The school should establish a support system for beginning teachers and increases the counseling system for beginning teachers. 2. Beginning teachers (1) Facing the frustration of teaching, we must positively and calmly analyze and formulate corresponding strategies. (2) Record the teaching Portfolio of the beginning teacher. (3) Maintain a positive attitude and don’t forget the original intention. 3. Future research directions (1) In terms of research topics,more in-depth investigations can be made on the frustrations of parent-teacher communication and the interpersonal aspectsthe of beginning teacher administration. (2) As far as the research object is concerned, it is possible to discuss in depth the comparison between teaching frustration and resilience of expert teachers and beginning teachers.
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