新任教师情绪工作的领域外文翻译资料

新任教师情绪工作的领域

原文作者 Smeltzer Erb, Cathy Kay

摘要：文针对六个新任教师初步设计了一个集合式案例研究方案(Stake, 1995)，并分别对案例研究进行跨案例分析。对多个案例进行分析的目的是确定这些案例是否在主题及模式上存在相似性(Yin, 1994)。多个案例研究的设计允许案列分析内部及之间有相同主题的出现(Creswell, 1998)，并不局限于单独的案例研究(Creswell, 1994)。因此，案例研究是进行新教师情绪体验整体深度调查(Feagin, Orum, amp; Sjoberg, 1991)的理想方法。

关键词：案例研究； 新任教师； 情绪

案例研究方法

本文以说明性、自然方法为特点的定性研究为视角。现象被解释为一种自然环境，并被视为是一种可以从多维度检测问题复杂性的“复杂的、整体的图片” (Creswell, 1998, 第15页)。新任教师思想工作环境即是本文的自然环境。

本文的案例研究所采用的是研究方法论(Merriam, 1988)。案例研究以通过多种数据来源深度搜集数据(Creswell, 1998)来探索 “有限系统”(Smith, 1978)，其具有广泛跨科学发展的传统。收集数据的多种形式，如访谈、观察、述职访谈、现场记录及文件等，让案例的切入视角更为深入。通过设计，数据的多样来源可为案例研究带来更为详细的参与者的观点。因此，案例研究的整体研究方法让从“整合系统”(Stake, 1995,第2页)方面研究各个工作部分的复杂性成为了可能。

本文针对六个新任教师初步设计了一个集合式案例研究方案(Stake, 1995)，并分别对案例研究进行跨案例分析。对多个案例进行分析的目的是确定这些案例是否在主题及模式上存在相似性(Yin, 1994)。多个案例研究的设计允许案列分析内部及之间有相同主题的出现(Creswell, 1998)，并不局限于单独的案例研究(Creswell, 1994)。因此，案例研究是进行新教师情绪体验整体深度调查(Feagin, Orum, amp; Sjoberg, 1991)的理想方法。

研究者的角色

本人在研究中扮演的角色是进行数据收集，归纳整理分析，并对参与者所传达的意思进行翻译(Patt客观角色在我的研究中充满了主观取向，并需要在整个数据搜集和分级阶段中占据思想的最前线。1990)。

近年来，我加入了安大略西南部学区进行的教师入职项目委员会，探索有可能实现的教师入职项目，并且受邀担任校长及副校长职务，参与了该项研究初始阶段的现场研究方案的制定。其中一个方案是同当地小学的六位新任教师一起进行的。其他方案是同本项研究现场学校的10位中学教师进行的。

我将自己的教师经验及对教师工作研究的理解引入了本次研究。我坚信，对教师的入职培训是将新任教师带入该行业的基础部分。对案例研究的信任，增加了我对参与教师工作经验的理解。我对新教师的兴趣和承诺让我可以更深入的进行研究以及理解教师教学学习和情绪之间的关系。

从另一方面来说，情绪与教师学习教学之间的关系会潜意识的阻碍我对参与教师的提问、观察及本人对数据的理解。我对自觉意识的偏见对搜集及分析数据以精确展示教师经验来说是非常重要的。

作为一名研究者，我投入大量的时间和精力来聆听教师讲述其工作故事。在一些案例中，这些故事带有极端的正面及负面情绪。在其他情况下，故事显得较为中立。除情绪的展示以外，我同时信任神圣及负面的教学初期片段。尽管在我的研究中并未进行正式的涉及，我还是这些新任教师的指导者。我的研究保持了对参与者期望参与次数的敏感性。在不影响研究设计的情况下，我们保持了对需要数据的深度研究的资料所报告的新任教师的压倒性需求的注意力。同时我们还意识到，对部分参与者来说，向研究员披露敏感信息可能是个问题。在研究的后期，许多教师就我作为研究员所为他们提供的倾听、指导、反应及支持表示欣赏。比如：

昨天我感到很失落。我的Cathy在哪里？昨天发生了太多的事情。我早上找你，因为你 就是那个我可以分享这些事情又可以替我保守秘密的人。[A-16-6]。我觉得，在许多方面，这对你我来说都是个完整的过程，因为我们谈论了这些所有的事情。这虽然是为了你的研究，但是对我来说，你却是我的良师益友。

这些天，除了你，我几乎看不到其他人。除了你，几乎没有人，或者他们害怕甚至是不愿意、没兴趣向我提供这些帮助。[B-13-68]

这些参与者的评论缓和了受访者向研究员披露敏感信息的尴尬。本质上，研究员与参与者之间的互动是在研究中建立起来的一种信任及机密的指导关系。我们期望这种关系在研究范围之外，尤其是在研究员和主要参与者之间依然持续存在。

对案例研究参与者进行筛选

在定性研究中，对参与者进行有目的的筛选是对调查问题的最好回答(Creswell, 1994)。在本文中，参与者是从安大略西南学区的中学里有目的挑选出来的，研究员事先对其进行培训并与新任教师建立联系。因为新教师需要时间来学习学校文化及了解学生，所以根据研究资料的建议，我们筛选了一批入职已满一年的教师。而且，格罗斯曼、巴伦西亚埃文斯、汤普森、马丁以及普利斯(2000)均警示大家请勿仅依赖第一年入职的教师的观点。新教师在通过第一年的教学之后，会了解学校文化及学生，会对他们的教师角色更为自信，也能够更好的评估他们的优势与劣势。已入职一年的教师比新任教师多了一年教学经验，虽然不够老练，但足以称之为经验。

为了启动筛选案例研究参与者的工作，我们取得了所进行研究院校行政处的书面同意。该校副校长从学校数据库中导出了所有的已有一年教学经验的教师名单。在学校行政处的许可下，我对上述名单中的14位教师的信息资料进行了备案和分布。在这14名教师中，有六名教师表示有兴趣参与此项研究。我们分别与这六位教师进行了单独谈话，阐述了此次研究的目的和设计，以帮助确定参与者是对研究的主要内容还是少部分感兴趣，亦帮助研究员根据以下标准对参与者进行评估：

■ 在2001-2002学年开始了他/她的第二年试用期或是永久教学工作。

■ 通过第一年的教学后，能较好的开始第二年的教学工作。

■ 对参与本次研究充满热情。

■ 乐意并能够参与大量的数据收集过程（持续的30-60分钟的访谈、课堂观察、文件检

阅等）;

■ 同意将访谈内容进行记录，转录或分析。

■ 愿意就其工作的情绪方面进行深度披露。

六位已进入第二年教学工作的教师符合上述标准，被选为此次研究的参与者。两位主要的参与者组成了此次研究的主要案例，为本文提供了大量的数据资料。其他四位参与者作为二级案例为满足将前后关系组成三角及对紧急概念进行区分的需求而提供了少量的音频资料。由于大量教师的表现会有变化，并且为了方便研究员对六位参与者进行管理，我们挑选了一个多案例组。这组参与者代表了主题范围、性别、年龄、及以往职业经验的变化。

外文文献出处：university of Toronto

附外文文献原文

Case Study Approach

This thesis adopts a qualitative research perspective characterized by an interpretive, naturalistic approach. Phenomenon is interpreted in a natural setting and viewed as a 'complex, holistic picture' (Creswell, 1998, p. 15) that examines the multiple dimensions of a problem in all its complexity. The context of beginning teachers emotional work is the natural setting for this thesis.

Case study is the research methodology (Merriam, 1988) utilized in this thesis. Case study has a tradition of broad interdisciplinary evolution as it explores 'a bounded system' (Smith, 1978) through in-depth data collection of multiple data sources (Creswell, 1998). Multiple forms of data collection, such as interviews, observations, debriefing interviews, field notes, and documents provide an in-depth view of the case. By design, case studies bring out details of participant viewpoints by using multiple data sources. Thus this holistic approach to case study research enables an examination of the complexity of all of the working parts in 'an integrated system' (Stake, 1995, p. 2). The context of case study research involves situating the case within its natural setting, thus aligning with the naturalistic approach of qualitative research.

The primary design of this thesis will be a collective case study (Stake, 1995) involving six

beginning teachers as separate case studies examined through cross-case analysis. The intent of multiple cases is to determine whether the cases follow similar themes and patterns (Yin, 1994). Multiple case study design allows for the emergence of common themes, achieved both within and among case analysis (Creswell, 1998), that might not be uncovered in a single case study (Creswell, 1994). Thus case study is an ideal methodology for a holistic, in-depth investigation (Feagin, Orum, amp; Sjoberg, 1991) of the emotional experience of a group of beginning teachers.

Role of the Researcher

My role as the researcher is to be an instrument of data collection that gathers data, analyzes

data inductively, and interprets the meanings conveyed by participants (Patton, 1990). However, this objective role is filled with subjective tendencies in my research study that must be kept at the forefront of my thinking throughout the stages of data collection and analysis.

In recent years, I have been involved on a committee that explored the possible implementation of a teacher induction program within the Southwestern Ontario school district where the site of this study is located. Also, at the invitation of a principal and

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Realms of beginning teachers emotional work.

【作 者】Smeltzer Erb, Cathy Kay

Case Study Approach

This thesis adopts a qualitative research perspective characterized by an interpretive, naturalistic approach. Phenomenon is interpreted in a natural setting and viewed as a 'complex, holistic picture' (Creswell, 1998, p. 15) that examines the multiple dimensions of a problem in all its complexity. The context of beginning teachers emotional work is the natural setting for this thesis.

Case study is the research methodology (Merriam, 1988) utilized in this thesis. Case study has a tradition of broad interdisciplinary evolution as it explores 'a bounded system' (Smith, 1978) through in-depth data collection of multiple data sources (Creswell, 1998). Multiple forms of data collection, such as interviews, observations, debriefing interviews, field notes, and documents provide an in-depth view of the case. By design, case studies bring out details of participant viewpoints by using multiple data sources. Thus this holistic approach to case study research enables an examination of the complexity of all of the working parts in 'an integrated system' (Stake, 1995, p. 2). The context of case study research involves situating the case within its natural setting, thus aligning with the naturalistic approach of qualitative research.

The primary design of this thesis will be a collective case study (Stake, 1995) involving six

beginning teachers as separate case studies examined through cross-case analysis. The intent of multiple cases is to determine whether the cases follow similar themes and patterns (Yin, 1994). Multiple case study design allows for the emergence of common themes, achieved both within and among case analysis (Creswell, 1998), that might not be uncovered in a single case study (Creswell, 1994). Thus case study is an ideal methodology for a holistic, in-depth investigation (Feagin, Orum, amp; Sjoberg, 1991) of the emotional experience of a group of beginning teachers.

Role of the Researcher

My role as the researcher is to be an instrument of data collection that gathers data, analyzes

data inductively, and interprets the meanings conveyed by participants (Patton, 1990). However, this objective role is filled with subjective tendencies in my research study that must be kept at the forefront of my thinking throughout the stages of data collection and analysis.

In recent years, I have been involved on a committee that explored the possible implementation of a teacher induction program within the Southwestern Ontario school district where the site of this study is located. Also, at the invitation of a principal and vice-principal, I participated in the beginning stages of two small site-based initiatives prior to this study. One initiative was with six beginning teachers in a local elementary school. The other initiative involved approximately ten secondary teachers from the research site of this study.

What I bring to this study is influenced by my own teacher experiences and from my understanding of teacher induction research. I believe that teacher induction is an essential component to effectively bringing new teachers into the profession. Clearly, I believe that the emotional dimension of new teachers experience is an intentional part of teacher development. Belief in the content of my research study increases my commitment to understand the experience of teacher participants. My interest and commitment to new teachers allows me to go deeper into my investigation of research to understand the relationship between emotions and teacher learning.

On the other hand, the belief that emotions are connected with learning to teach might subconsciously impede what questions I asked of participants, what I observed in watching these teachers in their work, or how I understood the data. Conscious awareness of my own biases was important when collecting and analyzing data to present as accurate a portrayal of these teachers experiences as possible.

As a researcher, I spent many hours observing and listening to teachers tell stories of their

work. In some cases, stories were recounted with extreme positive or negative emotion. In other accounts, stories seemed more neutrally presented. Regardless of the emotion present, I was entrusted with both the sacred and the cursed moments of beginning teaching. Although not formally designed in my study, I was a mentor to these teachers. I entered my research with sensitivity to the amount of time that would be expected from participants. Without jeopardizing my research design, I remained conscious of the overwhelming demands faced by beginning teachers as reported in research literature while acquiring the data necessary for an in-depth study. I also recognized that disclosure of sensitive information to the researcher might be an issue for some participants. Late in the study, several teachers spoke appreciatively of the listening, mentoring, reflective and support mechanisms that were unintentionally structured into my role as researcher. For example:

Yesterday I was feeling a sense of loss. Wheres my Cathy? Its true though because there were a couple of things that happened yesterday ... I was looking for you this morning, cause Im so used to sharing this stuff with somebody because normally you dont [talk about it to anyone]. [A-16-6].... I was thinking also, in many ways, this whole process with you to me, because we talk about all these things, this is for your research study, but to me youre very much my mentor. [A-23-108]

The days Im here with you I hardly see anybody else. No one else has taken the time to do this, either theyre too afraid or no ones willing to provide it, or not interested. [B-13-68]

These comments from particip

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