A Cognitive Study Of Teacher Authority By Novice Teachers In Primary School

Teacher authority has an indispensable and important influence on the field of education.However,with the development of the times,teacher authority is also faced with multiple challenges and suffered from the baptism of multiple values.In the study of teacher authority,the absence of the discourse power of teachers in the front line makes them in a passive position.This article takes the first-line novice teacher as an object,comprehensively analyzes the actual situation of teacher authority,and explores the teacher's true“authority view”.Based on the authoritative theories of Clifton and Robert,the content of the interview was divided into four dimensions: the necessity of the existence of teacher authority,the source of teacher authority,the establishment of teacher authority,and the confusion of teacher authority.The author uses these four dimensions as an interview outline to interview 25 novice teachers.Through the coding analysis of the interview results,the following conclusions are drawn:First,for the necessity of the existence of teacher authority,novice teachers mainly consider teachers themselves,students,and parents.This is embodied in: 1.“Teachers must have authority in order to organize teaching”;2.“Children are so young that teacher need to use authority to guide them”;3.“Build authority so that parents can better coordinate teacher's work."Second,the cognition of authority source from novice elementary school teachers includes four aspects of teacher authority.From the traditional authority point of view," As long as you become a teacher,you have a certain degree of authority."From the perspective of institutional authority,1." Students obey the rules,and teachers have authority ";2." The greater rights the head teacher has,the more authority he or she gets."From the perspective of professional authority,“the old teachers are experienced and authoritative”;2.“The higher the class rank,the more authoritative the teachers are”;3.“The better the school is,the more authoritative the teachers are”;4.The higher quality the parents have,the more likelihood they give advice to teachers." From the perspective of appealing authority,1.“Be strict with students,and the teacher has authority”;2.Care about students,and they will like you from the bottom of heart.”Thirdly,primary school novice teachers' cognition of teachers' establishment of authoritative methods mainly includes four aspects: reward,punish,show attitude,demonstrate and act as one says.Among them,reward is the most commonly used and has also been widely welcomed by students.Fourth,there are also many authoritative puzzles for novice elementary school teachers.First of all,for novice teachers,inexperienced guidance makes it difficult for them to quickly establish authority in front of parents.When faced with students,it is difficult for teachers to grasp the degree of "moderate" and "severe".Besides,there is also a threshold of authority,and teachers are usually uncertain about how to deal with students.In addition,when encountering indefinite knowledge,due to the contradiction between the "knowledge superior" and the actual situation,it will inspire the teacher's inner confusion.Based on the cognition of“teacher authority”by novice elementary school teachers,we find that teachers are subject to authoritative anxiety due to the influence of public opinion,parents,and social status,traditional culture still affects the novice teachers' view of authority.Therefore?We reconsider two aspects that generate reasonable teacher authority: First,is there a moderate degree of authority between external dependence and internal generation? Second,what kind of authority is needed in the new era? Based on the review,a reasonable authority path is generated.That is: Teachers should set up reasonable authority from the dialogue teaching with equal attitude and mentors' identity.