The Research Of New Teacher’s Cultural Adaption

The development of education depends on teachers, and new teachers are the key points to the development of whole teachers. It’s important to know the status of new teachers acculturation and the way to promote teachers’professional development. New teachers change their roles from students. Their environment of life, study and work is different from they adapted before. As a result, many new teachers produce many kinds of contradictions and conflicts in their process of development. Some of them cannot concentrate on their own professional development, some choose to adapt to the occupational burnout, some even choose to leave teaching jobs. Actually, all of these problems are because of new teachers can not adapt to the culture of new school and region. However, the development of new teachers not only affect themselves, it also affect the school’s development and the promotion of the teaching level. So it’s very important to have a research on the new teacher’s cultural adaption. This paper bases on the new cultural adaptation and teacher’s professional development theory. It concludes and summarizes the present situation of new teacher’s cultural adaptation through interview and questionnaire survey methods. What’s more, it analyses its influence factors from different dimensions, and then it tries to put forward the strategies of the cultural adaptation of the new teacher.This paper consists of five parts. Firstly, the introduction part mainly expounds the research background, research purpose and significance of this study, the research status and research methods. The second part reveals the relationship between cultural adaptation of the new teachers and their professional development by analyzing of the connotation and characteristics, which is the cultural adaptation of the new teachers is the precondition of their professional development, professional development is the goal of their cultural adaptation. It also confirms the importance of cultural adaptation to new teachers’development. So whatever school and new teachers themselves should promote new teachers’culture adaption. The third part summarizes the present situation of new teacher’s cultural adaptation of the city X through different dimensions, such as the new teacher’s interpersonal relationships, teaching jobs. The fourth part analyzes cultural adaptation of the new teachers’influence factors from the subjective and objective aspects. The objective part mainly includes interpersonal relationship, culture of school and social need. The subjective part includes reflection in the practice, professional identity and new teacher’s knowledge and skill. The fifth part is based on the basis of above research, it discusses the new teachers’good cultural adaptation strategies to promote their professional development improve the quality of education.