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To See the Dawn of Hope: A Self-narrative Study on Professional Development of a Beginning Teacher
teacher professional development process
This purpose of the study is to explore the professional development process of a beginning teacher, as well as the contradictions encountered during this development process and the corresponding solutions, and to explore how the researcher can solve the contradictions of a beginning teacher through the theory of hope, and to obtain more growth and breakthroughs from it. Through the narrative research, collect the personal experience stories of the beginning teacher, and invite the initial collaborators to conduct interviews and collect past documents for narrative analysis. According to the content of the research, it is found that the professional development process of a beginning teacher is different due to the differences in the life stories of the researcher. The growth in the teacher training stage is slow and tends to stagnate as less courses are taken, and the growth in the internship stage is conservative and vague. The initial teacher stage's current goals, pathways, and willpower will pull each other in the course of professional development. Beginner teachers can penetrate and understand their own goals and realize their self-pursuing teacher beliefs. Teachers should pursue mastery goals rather than performance goals. In order to achieve mastery goals, teachers should think about different ways of learning and improve their own pathway thinking, supplemented by the support of teachers' beliefs and the enhancement of their own willpower can help teachers continue to gain hope on the way to professional development. Therefore, this research suggests that beginning teachers should always pay attention to their professional development. They can use self-writing, thinking their own situation and where they are, and brake their own growth plans. The second is the pursuit and because they want to become a professional teacher, they must seek the channels of diligent teaching and diligent thinking in their own way. And trying to find support beliefs, armor supports their continuous professional growth. Otherwise, when they no longer have the willpower to become a teacher, no amount of pathway thinking will make hopes zero.
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