| It is a gradual process that beginning teachers just entering a beginning work environment, from the early entry to gradually adapt. This period, beginning teachers need a teaching "Foal Eagle" into teaching experts could be called the "butterfly metamorphosis" process. Although this is a period that a beginning teacher in the educational career stage of a difficult journey, once the beginning teachers adapt to the faculty positions, it will be a solid foundation for the future career of them. While this paper will focus on the adaptability of language primary teacher. The state and adaptability of the beginning teachers at early entry of beginning can affect the direction of their professional development to a certain extent,and their adaptation cycle length can also influence their professional development level.This paper uses one of the research methods of the international community in the fields of scientific research, that is qualitative research methods. It is relative to the quantitative research methods in the social science, and become complement each other. It is such kind of methods that makes detailed discussion on the state of today’s society, and explanation of the system combined with the instance that the author studied on the base of original cases. This paper takes in-depth and detailed data collection with its study objects with "Narrative study". Through interaction with the research object to study, the phenomenon of real unfolded.The strong purposive sampling principle is used in the paper for selecting two primary language teachers graduated from different schools as the study. Through interviews and classroom memoir, this paper recorded the real problems that the two primary language teachers encounter in the early entry, and make detailed describtion for providing some necessary solution strategies for the two beginning teachers to help reduce their occupational confusion and helplessness in early entry.This paper includs four chapters to show the impact facters and resolution strategies. For beginning teachers’adaptability in early entry. There is the result that the impact facters for beginning teachers adaptability in early entry can be analyzed from both internal and external ones. And internal factors includes the beginning teachers’ personal factors, the role of understanding ambiguity and role conflict, lack of educational skills, not flexibility in the use of educational theory; while external factors including beginning teachers for schools serving the atmosphere of the early entry of beginning teachers the reality faced pressure as well as the school. overburdened, working hours and hectic.This paper analyzed the impact facters for beginning teachers’adaptability in early entry, and gave some improvement strategies for improving the adaptability of beginning teachers and shortening the adaptation period for them, which focused on two aspects:appropriate guidance before their recruited and the post-career training. It is suggest that beginning teachers should have a clear slef positioning in their pre-employment. And the normal universities should provide them necessary conditions for normal graduate students. Beginning teachers’employment training should be guarantee after their entry. Firstly, related universities should improve the "master vs. prentice" program, and strengthen supervision; Secondly, for the beginning teacher’s performance is assessed in a timely manner in order to help beginning them improve gradually in their daily teaching; Thirdly, beginning teachers’ self-restraint and continue to learn, to achieve self-improvement, and development towards professional teachers. |
