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The Research on the Effect of Primary and Secondary School Teachers’ Professional Identity Impact on Effective Teaching Behavior in the Class

Author: ChenLi
Tutor: GengWenXia
School: Hebei Normal
Course: Educational Economy and Management
Keywords: Teachers' Professional Identity The classroom effective teaching behavior Affect Countermeasure
CLC: G635.1
Type: Master's thesis
Year: 2011
Downloads: 242
Quote: 1
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Abstract


With the gradual deepening of the reform process of the new curriculum, teachers' classroom teaching behavior ushered in a serious challenge, and also pay more attention to the field of education and teaching effective classroom teaching behavior. A long time, China's primary and secondary school teachers did not proceed from the \Most of the teachers, just follow the beaten track of indoctrination teaching, with the new curriculum reform in China and the quality of education advocated \Teaching behavior of teachers to complete classroom teaching put carrier, the classroom effective teaching behavior refers to the teaching behavior of teachers under the guidance of the correct educational philosophy, the implementation of scientific and effective and is able to promote the learning objectives reached. Teachers whether or not to implement the effectiveness of teaching behavior is a key factor directly determines the effectiveness of classroom teaching. In the field of view of this study, the teachers' classroom teaching behavior is the behavior of the narrow confines of the teachers \Literature studies have shown that so far, most of our educational theories about the classroom effective teaching behavior focused on its status, characteristics, and recommended countermeasures, lack of effective teachers classroom teaching behavior explored from the point of view of teachers' internal factors impact. Teachers 'professional identity is complex, it is a positive perception of the teachers in their career and within professional roles, experience and behavioral tendencies the teacher growth inherent power is the source of the power of the teachers' professional development. The research to proceed Analysis of its meaning from the state teachers 'professional identity characteristics sense, defined as the perception of the teachers' own \to analyze its meaning and effect. This study literature, interviews, questionnaires and a variety of empirical research methods, conducted a study of the effect between the concept of the classroom effective teaching behavior and teacher professional identity, structure, and both, through the enhancement of teachers own professional recognition, to provide some reference to the countermeasures and suggestions to solve the inefficient problem of classroom teaching. The results show that: the investigation professional identity of teachers are generally in good condition, professional competence of teachers agree with the highest scores, teacher professional emotional identification, followed by the value of teachers' professional identity in less than ideal condition. Teachers need to raise their level of awareness of career values. . Effective classroom teaching behavior of teachers implementation conditions are generally good, effective teachers teach circumstances the best contrast, the the individualized situation is worse. Teachers' professional identity the main factors of the main factors to their effective classroom teaching behavior was very significant positive correlation. Which teachers 'professional competence recognition and value of teachers' professional identity are the main factors of the classroom effective teaching behavior significantly predicted effect.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers
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