Professional Adaptation And Development Of Foreign-introduction Teachers

This research adopts qualitative research which is increasingly arisen in social sciences. Through sense of purpose sampling chose two Foreign-introduction Teachers that come from different sorts of schools which are in different areas of Shanghai. One is from a town middle school which is in JiaDing Area of Shanghai ,31 years old. The other is from a city key Junior high school which is in Pudong New Area of Shanghai, 35 years old. The Foreign- introduction Teachers in particular refer to middle school outstanding teachers which having work experiences and already abtained teachers' level of titles before coming in Shanghai. The time of collecting data is from May, 2005 to January, 2006. The collection material method mainly is the spot inspection, the interview, the text analysis and so on.This research describes two teachers' individual phylogeny, mainly presenting the cultural shock appearance since they came into Shanghai., and their reconsideration of working in Shanghai as well as expectation in their future life. One came in Shanghai in September, 2002 , the reason of coming in Shanghai was officially works along with the husband. Before coming in Shanghai she was extremely splendid, now she works very hard but gain little. The other came in Shanghai in September, 2001, she came in Shanghai because she wanted to develop herself and her family. Now she have already acquired a lot of teaching achievements and was appointed to be the school's educational administration director in July ,2005, already adapted to Shanghai's education teaching circumstances.The research finally discussed and analyzed the characteristics of Foreign-introduction Teachers' professional adaptation and development.Firstly, before coming in Shanghai Foreign-introduction Teachers' professional development status basically conforms to predecessor's findings. Namely corresponds to four phases: from "preteaching concerns" to "concerns about survival(career entry)" again to "assignment concerns(stabilization phase)", finally develops to "self-renewal concerns(experimentation and diversification)".Secondly, the career development of Foreign-introduction Teachers presents a...