A Study On The Classroom Teaching Adaptation Of Novice Non-Normal English Teachers In Primary And Secondary Schools

Novice non-normal English teachers will experience a period of adaptation when they first enter the job,and in this process,they will encounter many kinds of challenges.Whether novice teachers can deal with these problems is very important for the development of teachers and students.Previous studies have focused on the adaptation of novice teachers,but little attention has been paid to novice non-normal teachers,and more quantitative research has been used.In view of this research gap,this study aims to study the current situation of classroom teaching adaptation of novice English teachers of non-normal majors,as well as the related factors,in order to provide some valuable enlightenment for improving the adaptation of novice non-normal English teachers and shorten their adaptation period.This research is guided by the following three questions:1)What is the status of classroom teaching adaptation of novice non-normal English teachers?2)How are the measures taken by novice non-normal English teachers to deal with the adaptation problems in classroom teaching developed?3)What are the factors that related to the classroom teaching adaptation of novice non-normal English teachers?The subjects of this study are 180 primary and secondary school novice English teachers in Wuhan.Both questionnaire survey and interview were used.The questionnaire was sent to all subjects and the data was processed by SPSS.Then,according to the results of the questionnaire survey,three interviewees are carefully selected,and the data obtained from the interview are used to supplement the quantitative data to explore the in-depth information.The main findings are summarized as follows:1)Generally speaking,the classroom teaching adaptation of novice non-normal English teachers is in the middle level.Among them,the stage of teaching reflection and evaluation is the highest,followed by the stage of teaching process,and finally the stage of teaching preparation.2)It is found that novice non-normal English teachers will improve their adaptation by means of internal adjustment and external support.3)There are internal and external factors related to the classroom teaching adaptation of novice English teachers of non-normal majors.Among the internal factors,novice teachers’ major,teaching years and English proficiency are significantly correlated with adaptation,but not with gender;among the external factors,novice teachers’ teaching grade is correlated with adaptation,but not with the weekly class hours.On this basis,this paper puts forward some relevant suggestions to the graduating school,the teaching school and themselves of the novice English teachers,in order to help improve the novice teachers’ classroom teaching adaptation.