The Construction Of Teacher Authority Cognition For Novice Teachers: A Qualitative Study

The society has higher and higher requirements for the professional quality of teachers,and teachers must go to the road of continuous socialization and become a professional practitioner trusted by students,in order to be competent for the professional authority role of helping students realize systematic socialization.At present,the professional authority of teachers facing digestion and micro this has become an indisputable fact,the academic community also strive to build the new era of teacher professional authority,but the teacher in the process of professional authority,is not a directly input the authority of the process,teachers to teacher professional authority has what cognition is the key to its socialization process.Therefore,this study takes new teachers as the research object,understand and interpret their cognition of the professional authoritative role of qualitative research,and then make some thoughts in thinking about deconstruc ting and reconstructing teachers' professional authority.In this study,the deep interview was conducted at three levels of coding : open coding,federation coding and selective coding,and the general order of qualitative research story organization given by Strauss,with the following findings :There are three types of cognition of authority :(1)extravagant authority,which teachers think teacher authority is as difficult to obtain as luxury goods;(2)the " critical period ",otherwise it is difficult to establish authority;(3)the prepaid authority for teachers,by the educational influence of teachers,if the education influence,the teacher authority will be reduced.The process of the formation of novice teachers' authoritative cognition is not a process of "giving and receiving ",that is,the process of informing —— obeying —— accepting,but the construction and standardization of authority view and the internalization of meaning in the interaction with students,parents,colleagues and school culture.The three types of authoritative teachers show three kinds of negotiation process :(1)the kind of teachers who compare authority to "luxury goods ",their consultation consciousness is not strong,they are fixed on their own understanding of the authoritative situation;(2)the kind of teachers who regard authority as "buying goods ",the interaction with students,parents,colleagues and school culture is selective communication,and it is an unbalanced negotiation to copy the understanding of the situation by the authoritative old teachers action;(3)Teachers who regard authority as a "prepaid commodity" show a strong sense of consultation and behavior,and actively interact with students,parents,colleagues and school culture in an atmosphere of mutual trust.It is a kind of trusted consultation.There are four characteristics of novice teachers in authoritative consultation :(1)situational,authoritative consultation of novice teachers is to form a cognition of authority by correcting and revising the gap between the original meaning of the situation and the situational meaning of their own understanding;(2)individuality,the authoritative cognition of novice teachers is influenced by their own growth experience,professional development motivation and personal personality characteristics;(3)Interactivity,from the moment the novice teacher enters the school,the novice teacher has formed a multilateral relationship with many social factors,including school leaders,colleagues,parents and students;(4)gradual,novice teachers in the cycle of coordination and adaptation to achieve the construction and internalization of authoritative cognition,showing a dynamic spiral development process.Finally,on the basis of the research on the authority cognition of novice teachers,this study puts forward four meager suggestions for normal education.