Aspects of Classroom Lived Experiences of Newly-hired Teachers
Aspects of Classroom Lived Experiences of Newly-hired Teachers
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新入职教师课堂生活体验方方面面
DOI：
10.7828/ljher.v15i2.1323
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Beulah Rose R. Torres
中科院分区：
文献类型：
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作者：
Angie T. Peria;Beulah Rose R. Torres
需要使新教师适应新文化的基础可能来自他们职业生涯最初几年的经历。任何定制的入职课程的内容，然后可以锚定的研究问题的答案类似于本文所解决的：什么是新聘教师的课堂经验？在这项研究中，有5名参与者来自小学环境。研究者采用现象学的方法，根据研究者设计的访谈日程表向参与者提问，以确定他们的生活经历。数据分析产生的主题，提出了图解和讨论的经验理论，包括四个方面，即：（a）经验体现在/有激情;（B）经验整合在空间和时间;（c）经验是一种移动的力量;（d）经验是转化，如所解释的。初任教师的经验具有多样性的特点。虽然占主导地位的是不那么令人满意的经验，如极端疲惫，'快乐'，由于工资的增加，被指出是一个积极的经验。本研究的结果对教师工作量、入职、行政支持和教师教育课程等政策具有启示意义。关键词：教育，新手教师，小学，现象学，菲律宾
The basis for the need to acculturate newcomers into the profession of teaching may spring from their experiences during the first few years of their careers. The content for any customized induction program may then be anchored to the responses to the research question similar to what this paper addressed: What are the classroom experiences of the newly-hired teachers? For this study, there were 5 participants from an elementary school setting. A phenomenological approach was used to determine their lived experiences by asking the participants questions from the interview schedule designed by the researchers. Data analysis yielded themes presented diagrammatically and discussed with respect to a theory of experience that consists of four aspects, viz. (a) experience manifests itself in/has passions; (b) experience integrates over space and time; (c) experience is a moving force; and (d) experience is transformation, as explicated. Variation characterizes beginning teachers’ experiences. Although dominated by not-so desirable experiences such as extreme exhaustion, ‘joy’, due to salary increase, was pointed out as one positive experience. The results of this study have implications for policies about workload, induction, administrative support, and teacher education curriculum. Keywords: Education, novice teachers, elementary, phenomenology, Philippines