教育類外文資料翻譯

1、<p><b>　　畢業(yè)設計（論文）</b></p><p><b>　　外文資料翻譯</b></p><p><b>　　溫州大學教務處制</b></p><p><b>　　原文</b></p><p>　　Realms of

2、60;beginning teachers emotional work.</p><p>　　【作 者】Smeltzer Erb, Cathy Kay</p><p>　　Case Study Approach</p><p>　　This thesis adopts a qualitative

3、 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 th

4、e multiple dimensions of a problem in all its complexity. The context of beginning teachers' emotional work is the natural setting for this thesis.</p><p>　　Case study is the research methodology (Merria

5、m, 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 (Cresw

6、ell, 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 partic

7、ipant viewpoints by usin</p><p>　　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 analysi

8、s. 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

9、analysis (Creswell, 1998), that might not be uncovered in a single case study (Creswell, 1994). Thus case s</p><p>　　Role of the Researcher</p><p>　　My role as the researcher is to be an instrum

10、ent 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 s

11、tudy that must be kept at the forefront of my thinking throughout the stages of data collection and analysis.</p><p>　　In recent years, I have been involved on a committee that explored the possible implemen

12、tation 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 st

13、ages 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 secon</p><p>　　What

14、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 i

15、nto 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 und

16、erstand the experience of teacher participants. My interest</p><p>　　On the other hand, the belief that emotions are connected with learning to teach might subconsciously impede what questions I asked of par

17、ticipants, 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

18、of these teachers' experiences as possible.</p><p>　　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

19、 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 no

20、t formally designed in my study, I was a mentor to these teachers. I entered my research with sensitivity to the amount of time th</p><p>　　Yesterday I was feeling a sense of loss. Where's my Cathy? It&#

21、39;s true though because there were a couple of things that happened yesterday ... I was looking for you this morning, 'cause I'm so used to sharing this stuff with somebody because normally you don't [talk a

22、bout 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 very much my mentor. [A

23、-23-108]</p><p>　　The 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.

24、[B-13-68]</p><p>　　These comments from participants mitigate the limitation of respondents being comfortable to disclose content of a sensitive nature to the researcher. In essence, the researcher-participan

25、t 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 scope of this study, particularly

26、between the major participants and the researcher.</p><p>　　Selection of Case Study Participants </p><p>　　In qualitative research, participants are purposefully selected that will best answer t

27、he research question (Creswell, 1994). In this thesis, participants were purposefully selected from one secondary school within a Southwestern Ontario school district where the researcher had previously taught and had es

28、tablished 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 culture and the st</p><p>　　To b

29、egin 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 teache

30、rs from the school database. With administration'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 pa

31、rticipating in the study. Individual conversations with thes</p><p>　　began his/her second year of probationary or permanent teaching in the 2001-2002 school year;</p><p>　　entered the second ye

32、ar of teaching preferably where s/he was a first-year teacher;</p><p>　　was enthusiastic about participating in this research study;</p><p>　　was available and willing to participate in a variet

33、y of data collection procedures (interviews of 30-60 minutes in duration, classroom observations, document reviews, etc.);</p><p>　　consented to having interview sessions tape-recorded, transcribed and analy

34、zed;</p><p>　　was willing to engage in an in-depth exploration of the emotional dimension of his/her work.</p><p>　　Six second-year teachers met the criteria and were selected as participants. T

35、wo major participants comprised 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 purpos

36、e of triangulating contextual issues and sorting out emerging concepts. A multi-case group of six was selected because it is a large enough number to give variation in representation, yet small enough f</p><p&

37、gt;　　新任教師情緒工作的領域</p><p>　　【作 者】Smeltzer Erb, Cathy Kay</p><p><b>　　案例研究方法</b></p><p>　　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、

38、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。</p><p>　　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，讓案例的切入視角更為

39、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。</p><p>　　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

40、案例研究的設計允許案列分析內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查(Feagin, Orum, & Sjoberg, 1991)的理想方法。</p><p><b>　　研究者的角色</b></p><p>　　本人在研究中扮演的角色是進

41、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 </p><p>　　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

42、。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。</p><p>　　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。</p><p>　　從另一方面來說，情緒與教師學習教學之間的關系

43、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。</p><p>　　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

44、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，對部分參與者來說，向研究員披露敏感信息可能是個問題。在研究的后期，許多教師就我作為研究員所為他們提供的傾聽、指導、反應及支持表示欣賞。比如：</p><p>　　昨天我感到很失落。我的Cathy在哪里？昨天發(fā)生了太多的事情。我早上找你，因為你就是那個我可以分

45、享這些事情又可以替我保守秘密的人。[A-16-6]。我覺得，在許多方面，這對你我來說都是個完整的過程，因為我們談論了這些所有的事情。這雖然是為了你的研究，但是對我來說，你卻是我的良師益友。</p><p>　　這些天，除了你，我?guī)缀蹩床坏狡渌?。除了你，幾乎沒有人，或者他們害怕甚至是不愿意、沒興趣向我提供這些幫助。[B-13-68]</p><p>　　這些參與者的評論緩和了受訪者向研究員

46、披露敏感信息的尷尬。本質上，研究員與參與者之間的互動是在研究中建立起來的一種信任及機密的指導關系。我們期望這種關系在研究范圍之外，尤其是在研究員和主要參與者之間依然持續(xù)存在。</p><p>　　對案例研究參與者進行篩選</p><p>　　在定性研究中，對參與者進行有目的的篩選是對調查問題的最好回答(Creswell, 1994)。在本文中，參與者是從安大略西南學區(qū)的中學里有目的挑選出來

47、的，研究員事先對其進行培訓并與新任教師建立聯(lián)系。因為新教師需要時間來學習學校文化及了解學生，所以根據(jù)研究資料的建議，我們篩選了一批入職已滿一年的教師。而且，格羅斯曼、巴倫西亞埃文斯、湯普森、馬丁以及普利斯(2000)均警示大家請勿僅依賴第一年入職的教師的觀點。新教師在通過第一年的教學之后，會了解學校文化及學生，會對他們的教師角色更為自信，也能夠更好的評估他們的優(yōu)勢與劣勢。已入職一年的教師比新任教師多了一年教學經(jīng)驗，雖然不夠老練，但足以稱

48、之為經(jīng)驗。</p><p>　　為了啟動篩選案例研究參與者的工作，我們取得了所進行研究院校行政處的書面同意。該校副校長從學校數(shù)據(jù)庫中導出了所有的已有一年教學經(jīng)驗的教師名單。在學校行政處的許可下，我對上述名單中的14位教師的信息資料進行了備案和分布。在這14名教師中，有六名教師表示有興趣參與此項研究。我們分別與這六位教師進行了單獨談話，闡述了此次研究的目的和設計，以幫助確定參與者是對研究的主要內容還是少部分感興趣，

49、亦幫助研究員根據(jù)以下標準對參與者進行評估：</p><p>　　在2001-2002學年開始了他/她的第二年試用期或是永久教學工作。</p><p>　　通過第一年的教學后，能較好的開始第二年的教學工作。</p><p>　　對參與本次研究充滿熱情。</p><p>　　樂意并能夠參與大量的數(shù)據(jù)收集過程（持續(xù)的30-60分鐘的訪談、課堂觀察、

50、文件檢閱等）;</p><p>　　同意將訪談內容進行記錄，轉錄或分析。</p><p>　　愿意就其工作的情緒方面進行深度披露。</p><p>　　六位已進入第二年教學工作的教師符合上述標準，被選為此次研究的參與者。兩位主要的參與者組成了此次研究的主要案例，為本文提供了大量的數(shù)據(jù)資料。其他四位參與者作為二級案例為滿足將前后關系組成三角及對緊急概念進行區(qū)分的需求而