A Narrative Study On The Occupational Adaptation Of New Teachers In Secondary Vocational Schools

As the nation' s economic power grows stronger,so does the demand for high-quality skilled personnel in society.As the main force for training skilled talents,the quality of education in secondary vocational schools has also attracted more and more attention.The new teachers in secondary vocational schools are the main players in undertaking secondary vocational education,and they are the key period for the professional development of teachers.They are an integral part of the teaching force.The addition of her(their)teachers has added fresh blood to the ranks of secondary vocational teachers.Infused with vitality and vitality.However,teachers at this stage are more vulnerable than other stages.They are more fragile and unstable.They must complete the transformation from the educated to the educator,achieve role transformation,form an identity,and lay a solid foundation for teacher professional development.As a result,the new teachers have quickly,stably,and healthily spent their professional adaptation period and have become very urgent issues that need to be resolved.In order to have a deeper and more detailed understanding of this group of new teachers in secondary vocational schools,this study is based on the title " The Narrative Research of Professional Adaptation of New Teachers in Secondary Vocational Schools" and selected two practitioners of a professional middle school X school in S Province.The three-year teachers G teacher and K teacher are the subjects of the study.They mainly use the "narrative research" in the"quality" research to focus on the interview method,and go deep into the specific teaching scene that teachers depend on to survive.Closer distances,in-depth observation,understanding,and understanding of the profound significance and confusion behind teachers' daily teaching and behavior.This research mainly discusses and analyzes the three dimensions of new teachers'identities,roles,and professional development.It reveals the problems encountered by new teachers in the occupational period of secondary vocational schools,and attempts to fully demonstrate the roles of new teachers in life through these stories.Real scene.Through research,it has been found that in the early stages of career adaptation,the status of new teachers in secondary vocational schools is generally low,and they are often influenced by external and internal factors.Important people in the field of life,such as colleagues and leaders,have a great influence on teacher identification.Great influence.In addition,due to the fact that the new teachers in secondary vocational schools are mostly graduates,there is a problem of lagging roles,their own consciousness stays in the student's period,and it is difficult to solve the predicament in the work;and due to their own inadequacy,overburdened work and other reasons,The role conflict occurs when multiple roles are assumed,resulting in poor occupational adaptation.Finally,the lack of professional development of new teachers is also one of the important reasons for the new occupational maladjustment of new teachers in the secondary vocational school.The heavy workload and the lack of self-improvement awareness among new teachers in the Central Vocational School cause the professional development of new teachers to slow,stagnate,and aggravate occupational adaptation.The degree of difficulty.