Case Study On New Teachers' Teaching Ability Development And Its Influential Factors

My research concentrates on some basic issues about new teachers' development under the situation of educational reform. The professional adaptive faculty of new teachers, especially their teaching ability, and what factors influence their development and how do these factors work will all be inside the scope of my inquiry. My research is based on case study of two relative teachers. One is teacher C who is at earlier stage of vocational adjustment; the other is teacher G at advance stage. I hope that I can acquire a general view on state of new teachers' development of teaching ability under present situation and some relative influential factors through this case study. Later, I will do some rethink and reconstruction based on my conclusion.This dissertation consists of five chapters:I briefly introduce main issues of my research and the reason why I do such research in introduction. In this part, some key concepts will be purely defined. The framework of this dissertation and research approach will be mentioned too.In chapter one, it first represents general demands towards new teachers' teaching abilities, characteristic of teaching behaviors and some main problems under the traditional philosophy of classroom which focus on knowledge acquirement. Then it makes an analysis of challenges concerned with teachers' professional quality that new teachers will be faced under educational reform since philosophy of student, curriculum and teaching process are all changed today. In this way, the new teachers' adaptive assignment will be clear through the comparison above. Also, it will provide a reference framework for the grasp of development of new teachers' teaching abilitiesIn chapter two, it is about the teaching ability development of new teachers at earlier stage of vocational adjustment and the factors that affect their development. First it analyzes the present teaching ability development of teacher C from three aspects: instructional design, instructional process and rethink after class. Then it analyzes the factors that affect teacher C's teaching ability development, and the efforts the school provided in helping the teacher C. It tries to show current situation of new teachers' at earlier stage of vocational adjustment including their teaching ability development, the difficulties they face and the factors affect their development.In chapter three, it is about the teaching ability development of new teacher at advanced stage of vocational adjustment and the factors that affect their development. First it analyzes the beginning state and present state of teacher G's teaching ability from three aspects the same as mentioned in chapter two. Then based on the previous research it analyzes the factors that once hinder or promote his teaching ability development. It tries to show current situation of new teachers at advanced stage of vocational adjustment. Meanwhile, it also can show us a grow track of new teachers' teaching ability.In chapter four, conclusion will be made based on research done before. It does more thinking on cultivation of new teachers and proposes some constructive advices. First, as the pre-job education is not desirable this paper proposes the optimization of curriculum structure of normal education. And at the same time, we also need to establish valid quality-guarantee system of teaching practice. Second, the traditional idea prevalent in primary and middle school that we only need employ teachers without giving them further education should be changed. The optimization of public lesson and the apprenticeship are both the good methods to help new teachers grow. And the construction of cooperative teaching culture, especially the discovery of value of teaching and research group is more important. Third, relative branches of government should work together to supply a platform for teachers' growing. And some indispensable financial conditions should also be offered. Last point is new teachers themselves should be initiative at their professional development. They can encourage themselves by making a personal development plan.