Narrative Research On The Teaching Adaptation Process Of Migrant Teachers

Under the push-pull effect of the teacher mobility policy and the serious loss of rural students,coupled with the pursuit of their own professional development of some rural teachers,the number of rural teachers teaching in urban schools has been increasing in recent years.The adaptation of migrant teachers after entering the new environment will not only have an impact on the current educational and teaching activities,but also have an impact on their own professional ability and career development.Therefore,no matter at the practical level or the theoretical level,we should pay attention to the teaching behavior and teaching psychological adaptation process of migrant teachers,so as to provide some help for the teaching development of migrant teachers.Teaching adaptation means that after entering the new teaching environment,teachers interact with the new teaching environment and constantly adjust their teaching psychology and behavior in order to achieve the balance between their own teaching and the requirements of the new teaching environment.Because teaching adaptation itself is a process of internal and external coordination,this study adopts the method of narrative research,selects three migrant teachers from Lanzhou L Primary School as the research object,and goes deep into L Primary School.Through interviews,observation and physical collection and other methods,the data of the three teachers' teaching adaptation process are collected.Through the analysis of the collected data,combined with the key stories of the three teachers in the process of teaching adaptation,this paper presents the teaching adaptation process of the three teachers.At the same time,through the teaching adaptation process of the three teachers,the author thinks that teaching emotional adaptation and teaching cognitive adaptation are the key links of their teaching adaptation process.Based on the adaptation patterns of the three teachers,this paper analyzes the main factors that affect their teaching adaptation: existing teaching experience and ability,interpersonal relationship and cultural atmosphere experience,preparation for change and psychological expectation.In view of the teaching adaptation stage presented by migrant teachers and the factors that affect their teaching adaptation,this study tries to put forward the ways to improve teaching adaptability based on the relevant theory of cultural adaptation:integrating the existing teaching experience in teaching behavior;teaching emotional control of their own emotion,find a sense of belonging in urban schools;self-reflection on teaching cognition,clear prospects for their own development.In the hope that teachers can integrate themselves,identify with the school,and better carry out teaching activities in urban schools.