A Study On The Life Experience Of The Professional Growth Of First-Time Teachers In "Mentor-Apprentice Partnership"

In recent years,with the continuous renewal of teachers in our country,the participation of many new forces has made school management more difficult.Most of the first teachers are full of expectations and dreams when they become real teachers.However,in the face of the change of identity and the increase of work tasks,there is often a psychological gap.As a school-based research and training activity to promote the professional growth of new teachers,Mentor-apprentice partnership has been widely concerned and valued by all primary and secondary schools.This research will adopt the experience research method,and take the educational phenomenology as the theoretical foundation,new teachers as the research object,the professional growth of new teachers as the research content,adhering to the attitude of "facing things themselves ",Pay attention to the real experience of new teachers in the process of twinning.Using phenomenological thinking mode,this paper intuitively describes the present situation of the professional growth of the new teachers under the mode of "teacher and apprentice pairing ",and reflects on and explores the twinning mode of promoting the professional growth of the new teachers,so as to better promote the professional growth of the new teachers.Through observation,interview and data collection,the experience story of "mate—apprentice partnership" is arranged,and the doubts,problems and feelings of the apprentice in the process of pairing are presented: the expectation and joy in the early stage of entry,the frustration and confusion in the process of growing up.And repeated phenomenological questioning to show its significance,the goal of pairs is not clear and vague understanding,the relationship between teachers and disciples is not equal,the subjective initiative of both teachers and disciples is not strong,school supervision is not in place,and so on.In order to better promote the professional growth of new teachers,it is suggested that new teachers take the initiative to participate in action and act on their own;teachers play a leading role in the process;schools plan as a whole to promote the common development of teachers and disciples.