教育類外文資料翻譯

1、3畢業(yè)設計（論文）外文資料翻譯題 目初中科學教師成長案例分析與研究學 院物理與電子信息工程學院專業(yè)物理學（師范）班級09物本學號09110214139學生姓名鄭默超指導教師黃曉虹溫州大學教務處制外文資料來源及題目（注：含作者、書名、雜志名或外文數(shù)據(jù)庫名等，英文文章或段落標題，原文附后）題目: Realms of beginning teachers emotional work.作者: Smeltzer Erb, Cathy Kay來源: 【學位授予單位】university of toronto (canada)

2、【學位名稱】Ph.D.【學位年度】2004譯成中文后題目（譯文附后）新任教師情緒工作的領域指導教師審閱意見： 簽名：年 月 日原文Realms of beginning teachers emotional work.【作 者】Smeltzer Erb, Cathy KayCase Study ApproachThis thesis adopts a qualitative research perspective characterized by an interpretive, naturalisti

3、c 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 the

4、sis.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

5、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

6、 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 th

7、is 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

8、 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, & Sjoberg, 1991) of the emotional exp

9、erience of a group of beginning teachers.Role of the ResearcherMy 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

10、 tendencies in my research study that must be kept at the forefront of my thinking throughout the stages of data collection and analysis.9In recent years, I have been involved on a committee that explored the possible implementation of a teacher induction program within the Southwestern Ontario scho

11、ol 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 initi

12、ative 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

13、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 co

14、mmitment 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,

15、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 observin

16、g 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 begin

17、ning 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 begin

18、ning 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,

19、mentoring, reflective and support mechanisms that were unintentionally structured into my role as researcher. For example:Yesterday I was feeling a sense of loss. Where's my Cathy? It's true though because there were a couple of things that happened yesterday . I was looking for you this mor

20、ning, 'cause I'm so used to sharing this stuff with somebody because normally you don't 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 you're ver

21、y much my mentor. A-23-108The days I'm here with you I hardly see anybody else. No one else has taken the time to do this, either they're too afraid or no one's willing to provide it, or not interested. B-13-68These comments from participants mitigate the limitation of respondents being

22、comfortable to disclose content of a sensitive nature to the researcher. In essence, the researcher-participant interaction evolved into a mentoring relationship in which trust and confidentiality were established during the study. It is expected that these relationships may continue beyond the scop

23、e of this study, particularly between the major participants and the researcher.Selection of Case Study Participants In qualitative research, participants are purposefully selected that will best answer the research question (Creswell, 1994). In this thesis, participants were purposefully selected f

24、rom one secondary school within a Southwestern Ontario school district where the researcher had previously taught and had established contact with beginning teachers. Second-year teachers were selected based on the advice from research literature that new teachers need time to learn about a school c

25、ulture and the students. Further, Grossman, Valencia, Evans, Thompson, Martin, and Place (2000) caution against relying solely on first year teacher's views. Once beginning teachers have survived the first year, they know their school culture and students, are more confident in their role as tea

26、chers, and are better able to reflectively assess their strengths and weaknesses than when they were engulfed in the overwhelming first year of teaching. Second year teachers have the advantage of one year of experience as a new teacher, yet the experience is fresh enough in their minds to accuratel

27、y recall their experiences.To begin the process of selecting case study participants, I acquired written consent from school administration that this study could be conducted in their school. A vice-principal generated a list of all second-year teachers from the school database. With administration&

28、#39;s approval, I prepared and distributed a memo to the 14 teachers identified from the database as second-year teachers. Of the 14 teachers, six indicated interest in participating in the study. Individual conversations with these six potential participants clarified the purpose and design of the

29、study, assisted in assessing whether participants were interested in major or minor participation in the study, and assisted the researcher in assessing each individual according to the following criteria: began his/her second year of probationary or permanent teaching in the 2001-2002 school year;

30、entered the second year of teaching preferably where s/he was a first-year teacher; was enthusiastic about participating in this research study; was available and willing to participate in a variety of data collection procedures (interviews of 30-60 minutes in duration, classroom observations, docum

31、ent reviews, etc.); consented to having interview sessions tape-recorded, transcribed and analyzed; was willing to engage in an in-depth exploration of the emotional dimension of his/her work.Six second-year teachers met the criteria and were selected as participants. Two major participants comprise

32、d the primary cases and provided the greatest quantity of data for this thesis. A lesser volume of data were collected from four minor participants selected as secondary cases for the purpose of triangulating contextual issues and sorting out emerging concepts. A multi-case group of six was selected

33、 because it is a large enough number to give variation in representation, yet small enough for the researcher to manage prolonged engagement with each of the six participants. The group selected represented variation of subject areas, gender, age, and previous career experience.新任教師情緒工作的領域【作 者】

34、Smeltzer Erb, Cathy Kay案例研究方法本文以說明性、自然方法為特點的定性研究為視角?，F(xiàn)象被解釋為一種自然環(huán)境，并被視為是一種可以從多維度檢測問題復雜性的“復雜的、整體的圖片” (Creswell, 1998, 第15頁)。新任教師思想工作環(huán)境即是本文的自然環(huán)境。本文的案例研究所采用的是研究方法論(Merriam, 1988)。案例研究以通過多種數(shù)據(jù)來源深度搜集數(shù)據(jù)(Creswell, 1998)來探索 “有限系統(tǒng)”(Smith, 1978)，其具有廣泛跨科學發(fā)展的傳統(tǒng)。收集數(shù)據(jù)的多種形式，如訪談、觀察、述職訪談、現(xiàn)場記錄及文件等，讓案例的切入視

35、角更為深入。通過設計，數(shù)據(jù)的多樣來源可為案例研究帶來更為詳細的參與者的觀點。因此，案例研究的整體研究方法讓從“整合系統(tǒng)”(Stake, 1995,第2頁)方面研究各個工作部分的復雜性成為了可能。本文針對六個新任教師初步設計了一個集合式案例研究方案(Stake, 1995)，并分別對案例研究進行跨案例分析。對多個案例進行分析的目的是確定這些案例是否在主題及模式上存在相似性(Yin, 1994)。多個案例研究的設計允許案列分析內(nèi)部及之間有相同主題的出現(xiàn)(Creswell, 1998)，并不局限于單獨的案例研究(Creswell, 1994)。因此，案例研究是進行新教師情緒體驗整體深度調(diào)查(Feag

36、in, Orum, & 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進行數(shù)據(jù)收集，歸納整理分析，并對參與者所傳達的意思進行翻譯(Patt客觀角色在我的研究中充滿了主觀取向，并需要在整個數(shù)據(jù)搜集和分級階段中占據(jù)思想的最前線。1990)。但是，這種 近年來，我加入了安大略西南部學區(qū)進行的教師入職項目委員會，探索有可能實現(xiàn)的教師入職項目，并且受邀擔任校長及副校長職務，參與了該項研究初始階段的現(xiàn)場研究方案的制定。其中一個方案是同當?shù)匦W的六位新任教師一起進行的。其他方案是同本項研究現(xiàn)場學校的10位中學教師進行的。我將自己的教師經(jīng)驗及對教師工作研究的理解引入了本次

37、研究。我堅信，對教師的入職培訓是將新任教師帶入該行業(yè)的基礎部分。對案例研究的信任，增加了我對參與教師工作經(jīng)驗的理解。我對新教師的興趣和承諾讓我可以更深入的進行研究以及理解教師教學學習和情緒之間的關系。從另一方面來說，情緒與教師學習教學之間的關系會潛意識的阻礙我對參與教師的提問、觀察及本人對數(shù)據(jù)的理解。我對自覺意識的偏見對搜集及分析數(shù)據(jù)以精確展示教師經(jīng)驗來說是非常重要的。作為一名研究者，我投入大量的時間和精力來聆聽教師講述其工作故事。在一些案例中，這些故事帶有極端的正面及負面情緒。在其他情況下，故事顯得較為中立。除情緒的展示以外，我同時信任神圣及負面的教學初期片段。盡管在我的研究中并未進行正式的涉及，我還是這些新任教師的指導者。我的研究保持了對參與者期望參與次數(shù)的敏感性。在不影響研究設計的情況下，我們保持了對需要數(shù)據(jù)的深度研究的資料所報告的新任教師的壓倒性需求的注意力。同時我們還意識到，對部分參與者來