Study On The Vocational Adaptation Of Beginning Teachers In Primary Schools

The entry phase of beginning teachers is a crucial period for the career development of teachers.This study investigated the occupational adaptation of the beginning teachers in primary schools to reveal the difficulties faced by them in the entry-level adaptation process,analyzed the causes and proposed further suggestions for improvement based on the existing measures.In order to achieve the research goal,this paper adopted a survey method by selecting 24 beginning teachers within 3 years of teaching age in primary schools who had participated in the “Standardized Training for Shanghai Apprentice Teachers”and 4 teachers with an average teaching age of 25 years as school administrators.The study found that beginning teachers in primary schools have difficulties in teaching,classroom management and interpersonal communication.Specifically,in terms of teaching,it was difficult for beginning teachers to grasp the difficult points of teaching when preparing lessons;it was difficult to enlighten the students in the classroom when questioning and there was a lack of breadth of teaching reflection after class.In terms of classroom management,the beginning teachers are in short of prestige in the face of students;they were unable to cope with unexpected events and they lacked effective classroom management strategies.In terms of interpersonal communication,it was difficult to switch children's language to communicate with them.They lacked of experience in communicating with parents and could not quickly integrate into the atmosphere of their colleagues.The subjective causes of difficulty in vocational adaptation of them include teachers' introverted character,lacking of interpersonal communication skills and understanding of students.The objective reasons are mainly that pre-employment internships are not in-depth;school leaders demand strictness;and students' parents do not cooperate and public opinion falls sharply.The school's help measures include equipping teachers with new teachers,organizing teaching and research activities,designing instructional courses and arranging job training.In response to the new challenges posed by new technologies and knowledge society for teaching and learning,schools should lead the correct values through a cultural atmosphere,build a professional learning community for teachers,and plan new paths for professional growth of new teachers.Efforts by teachers to adapt actively include enhancing self-efficacy,consulting senior teachers and summing up personal experiences.In order to improve the professional quality of beginning teachers,they should promote professional identity,enhance professional knowledge,and strengthen teacher moral cultivation.