The Study Of Influence On Novice Teachers’Identity By Mentoring Based On A Case Of Apprenticeship Survey In A Primary School In Yichang City

Implementations of Mentoring for novice teachers in primary and secondary schools in China not only promote novice teachers’professional development, but also help them form identity. The Influence Research on novice teachers’identity by mentoring can provide reference for schools to implement Mentoring and reference for the novice teachers to form identity.This paper consists of six parts. The introduction part introduces the reason for which I chose this topics, research significance, design and process.The second part is an overview of the theoretical basis of the Mentoring and Identity of novice teachers, including three aspects, First is Lave and Wenger’s Mentoring theor y, including the following views:the apprentice learning of mentoring is a legitimate peri pheral participation, knowledge is distributed, learning is participation, novice teachers’1earning is a process of the status change; Second is the theory of new teachers’learning mechanism, mainly introduces how to learn for the novice teachers. The third theory is teachers’ career cycle, comprehensive analysis the scholars views about teacher ’s career cycle theory, from which the author summarized that novice teachers should be in stage of the survival attention. The brief analysis of these theories provides the theoreti cal basis of the specific tracking and analysis of the text?The third part is the literature review of Mentoring and Identity of novice teachers. On the basis of domestic and foreign data, the author made a summary from the relevant research on mentoring and novice teachers’ identity, which focused on the embodiment of Mentoring, the plight of Mentoring, the connotation of teacher identity, the influence of teacher identity and the importance of teachers’ identity.The fourth part is the analysis of the influence to novice teachers’ identity by Mentoring from three aspects, that is, school, masters and novice teachers. The school provides important protection for novice teachers to form identity, because a good policy environment and harmonious cultural atmosphere of school is conducive to form the identity for novice teachers. The masters provide immediate help to the novice teachers to form identity, because master’s positive attitude for Mentoring, good occupation accomplishment, detailed and flexible guidance plan and equal relationship are beneficial to the formation of the identity for the novice teachers. Novice teachers provide inner motive force to the formation of novice teachers’identity, because dealing with the relationship between work and family, truth-seeking and pragmatic characteristics, survival and development needs help novice teachers form identity.The fifth part is the observation and analysis of a novice teacher and her master in a primary school in Yichang city, which introduced the base condition of paired project, matching principle, matching method and the evaluation system for novice teachers, the basic situation for teacher A and teacher B in this school. According to the first-hand information which the author got from the observation and interview in this primary school, the author made a specific analysis for the influence on novice teachers’identity by mentoring. The administrative departments of education’s support in action and apprenticeship diversified support are beneficial to form identity for teacher A. The school’s good policy environment and harmonious cultural atmosphere of school is conducive to form the identity for teacher A. The master’s teaching attitude and proper teaching method are beneficial to teacher A form identity. The effectiveness of other mentoring dyad in school can stimulate teacher A to form identity. Dealing with the relationship between work and family, truth-seeking and pragmatic characteristics, survival and development needs for teacher A help her form identity, which further proved the analysis of the fourth part.The sixth part is the reflections on how to promote novice teachers’identity by Mentoring. In order to make a great help for novice teachers’identity by Mentoring, it needs a joint efforts by education-administration, school, the masters, other teachers and novice teachers. The school should conduct theoretical training for the masters, including Mentoring theory and novice teachers learning mechanism theory.By doing this, the masters’guidance will be more targeted. The school should enrich the form of Mentoring, which offer a legitimate channel for novice teachers to learn from other excellent teachers. The school should provide certain conditional support for novice teachers and their masters, such as policy support, material support and spiritual support. The master should make a systematic and flexible scheme to help them guide the novice teachers. The novice teachers are the inherent power to determine its development, so they should make full use of all the favorable conditions from Mentoring to develop themselves.