The Qualitative Researeh On New Teachers’Teaching Willingness

Teachers’teaching willingness is an explicit and compositive form of their Professional cognition and career identity. It’s the prerequisite for strengthening teachers’ career ideality. It’s the aspiration of teachers for achieving the transition from ordinary people to professionals. As the young blood in the ranks of teachers, as the hard core of teachers who are adopting the new philosophy, new teachers’teaching willingness is concerning the attitude to the teaching profession and whether they are willing to continue to teach or teach as a lifelong career. And it also plays a critical role in whether the outstanding talents are willing to enter the teaching profession. Meanwhile, teaching willingness has important influence to teachers’ emotional state and enthusiasm during the education and teaching tasks.This study adopts the qualitative research paradigm, using interview, observation and physical analysis to research four new teachers’ teaching willingness. We can gain further insight into new teachers’ definite ideas development and changes from their own mind experience, and also this study will provide reference for teacher education and teachers’school teaching.To understand four new teachers’ thinkings to their teaching willingness by their teaching experiences, and to understand the case teacher’s representation on teaching willingness. Learnt that new teachers pay homage to teachers’ career but rejection from teaching, the willingness to continue to teach or teach as a lifelong career is also general negative; the study analyzed the factors that affect teachers’ teaching willingness include personal traits, individual experience, teaching motivation, teaching achievement and teachers’ economic and social status, etc. Personality and individual experience has important influence to new teachers’ cognize to teaching before to teach. Teaching motivation, teaching achievement and teachers’ current economic and social status has a crucial role in new teachers’willingness to continue teaching; and also reflections are made on new teacher’s representation on teaching willingness, and contends that new teachers should conduct a self-analysis to their teacher roles and career orientations. The country, society and schools should also take the corresponding measures adjusting and reform to promote the development of teachers and meet teachers’ current development needs, etc. Finally, the paper received a conclusion that though new teachers all agree teachers’ magnificent role, on the whole, they expressed negative teaching willingness, and they are apt to attribute the disaffection during teaching to external reasons.Thus, the last part of this study proposed to implement pedagogic servant system in order to improve teachers’ economic and social benefits, and we should enhance providing and promoting the atmosphere which respects for teachers and teaching, schools should consider from the perspective of teachers, pay more attention to teachers’ spiritual growth, teacher training should train from the aspects of strengthening teachers’ teaching beliefs. At the end of the research, the author thought over the research process and analyzed future research direction, and analyzed the innovation of the research and the existing defects and deficiencies.