A Study On The Adaptive Performance Of Novice Teachers In Non-teaching Majors

Teachers Law of the People's Republic of China was formally promulgated in1993,in which Article 15 stipulates that the state encourages non-normal college graduates to teach in Elementary and secondary schools or vocational schools.The state encourages non-normal college graduates who are interested in the teaching profession to obtain teacher qualifications and join the teacher preparation team.This enriches the teaching systematic education and professional studies,graduated from non-normal major.But they have passed examinations to obtain teacher qualification certificates,and are engaged in education and teaching.However,as more and more non-normal college graduates join the teaching team,the problems they have encountered during their employment have also aroused concern.Adaptive performance refers to the sum of various behaviors and effects of individuals or groups in response to work requirements and environmental changes.It is also a new concept put forward on the basis of the concept of performance.Through researching the status quo of the adaptive performance of teachers with non-normal professional background,discovering and analyzing the factors that affect their adaptive performance in-depth will promote the improvement of their adaptive performance.At the same time,it provides a reference for the improvement of the training model of other teachers with non-normal professional background and the reform of related policies,so as to promote their adaptation to the school life better.This research takes teachers with non-normal professional background as the main object and uses a combination of qualitative and quantitative research methods to explore the status quo and influencing factors of their adaptive performance.On this basis,analyzing factors affecting the adaptive performance of teachers with non-normal professional background and specific reasons in depth,so as to put forward targeted measures to improve their adaptive performance.The study found that the adaptability performance of teachers with non-normal professional background are at an intermediate level and there are significant differences in professional background,school location,and teaching subjects.There are no significant differences in class teachers and gender.According to the content of the interview text,the three-level coding method of grounded theory is used to refine and analyze the influencing factors of their adaptability performance.It is found that the influencing factors can be divided into educational and teaching factors,personal factors,and environmental factors,and each factor involves multiple micro-level influencing factors.We will further explore their underlying reasons of influencing factors through interviews at the same time.Based on the above research results,Research puts forward suggestions to promote the adaptive performance level of teachers with non-normal professional background from three levels of education and teaching,environment,and individuals.From the educational and teaching level,we should increase teaching practice opportunities for them,provide teacher education courses and improve their teaching wit;From the environmental level,we should establish an induction training professional system for them,establishing a mentoring system to help them grow,and using schools to build a development platform for them;From an individual level,teachers with non-normal professional background should enhance their teaching reflection ability and enrich their own pedagogy theoretical knowledge and improve their professional identity.