| Based on Bronfenbrenner’s Ecological Systems Theory,this thesis aims to explore novice teachers’ emotional experience generated in the person-environment interactions within microsystem,mesosystem,exosystem,macrosystem and chronosystem.Further,it investigates the interplay between novice teacher emotion and identity construction.This thesis uses imaginary dialogue analysis by interviewing ten rural teachers in order to answer three questions: 1)What emotions do novice teachers experience in school? 2)How do their emotional experiences affect their teacher identity construction? 3)What are the factors of emotional experiences that affect teacher identity construction?The findings show that novice teachers experience negative emotions with a much higher frequency than positive emotions in teachers’ accounts,ranging from helplessness,anger,disappointment to puzzlement.Positive emotions include fondness,sense of achievement,pride and so on.Only the interaction with students has a higher frequency of positive emotions while the interactions with colleagues,parents,administrators elicit more negative emotions.Novice teachers’ emotional experiences affect their identity construction in three stages,before entering the profession,the losing heart struggling,and the identity transformation.In the second stage,the losing heart struggling encounters four identity dilemmas: 1)The ethical dilemma: an authoritative instructor or a caregiver;2)The pedagogical dilemma: a competent professional or a novice explorer;3)The home-school cooperation dilemma: a collaborator with parents or a lonely professional without support;and 4)The nonteaching-related dilemma: a subject professional or an office worker.The factors causing the effect involve: Teacher motivation and beliefs;Expectancy results of interacting with stakeholders in the microsystem;Local family structure,education investment and poor economy in the exosystem;Educational reform and assessment policy in the macrosystem. |
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