A Study On The Influence Of Informal Learning On The Role Adaptation Of Novice Teachers In Primary Schools

Education is the foundation of national development,and teachers are the key factors to ensure the quality of school education.Therefore,the improvement of teachers’ own quality and ability has become a hot issue of social concern.As an effective way for teacher development,informal learning has been widely used.At present,researches on this way have shown that it has a significant promoting effect on teacher role adaptation.However,focusing on the primary school teachers,especially the novice teachers who have been working for less than three years,While informal learning have an impact on their role adaptation? If so,where will it affect? How much impact? It is necessary to explore further.The results of this study also show that successfully recognizing the role of informal learning in promoting role adaptation and improving practice accordingly will be of great help to the growth of novice teachers.First of all,questionnaire method is adopted in this study to deeply understand the role adaptation status of novice teachers in primary schools.Novice teachers who have been working in five primary schools within three years,including H Primary School in Shijiazhuang City,are selected as research objects to issue questionnaires.In order to further expand the depth of the research,representative novice teachers who have implemented role adaptation through informal learning,including Teacher C,are selected for interviews,so as to understand the development status of the four dimensions of role adaptation of novice teachers,and to explore which informal learning methods can affect the specific changes in these four dimensions.This study defines three core concepts of role adaptation,novice teacher and informal learning by referring to relevant literature and summarizing.At the same time,the role theory and teacher professional development theory are taken as the theoretical basis,and four research dimensions of this study are determined: psychological adjustment,interpersonal communication,environmental adaptation,and education and teaching skills.Data are collected and analyzed through questionnaires and in-depth interviews.Secondly,in combination with Ye LAN and Bai Yimin’s book A New Exploration of Teacher Role and Teacher Development,and after consulting and summarizing existing literature at home and abroad,a questionnaire on the influence of informal learning on novice primary school teachers’ role adaptation was compiled.The questionnaire was divided into two parts: Part of the survey is the basic situation of the new primary school teachers,including the gender of the new teacher,whether to undertake the work of class teacher,whether the teacher is a teaching major,educational background and other information;The second part is a survey on the current situation of role adaptation of novice teachers in primary schools.It contains twenty questions from four dimensions,namely,teacher education and teaching adaptation,teacher interpersonal communication,teacher environment adaptation and teacher psychological adjustment.There are five questions in each dimension.Finally,from the score analysis of the four dimensions of the questionnaire,the research results of the current situation of the role adaptation of primary school novice teachers are presented.Through in-depth interviews,the cases of the influence of informal learning on the role adaptation of primary school novice teachers are explored and analyzed.It is found that,from the general situation,the role adaptation of primary school novice teachers is at an upper level,but from the dimension of environmental adaptation and psychological adjustment,the primary school novice teachers adapt poorly.The reason for this phenomenon is that the informal learning of novice teachers is significantly helpful to the specific ability of the dimensions of educational teaching adaptation and interpersonal relationship.However,informal learning cannot systematically and quickly understand the administrative system of a school and the focus of head teacher’s work in a short time,so informal learning has limitations in adapting to the school management system in the vocational environment of novice teachers.In addition,Teacher W,who had never thought of becoming a primary school teacher before,had the deviation between the knowledge he had received for a long time before service and the knowledge he needed at present,plus his own opinions on the complexity and delay of primary school teachers’ work,which led to the limitation of the influence of informal learning on the professional identity ability of novice teachers’ psychological adjustment dimension.This suggests that informal learning can promote the specific abilities of the two dimensions of education,teaching and interpersonal relationship of novice teachers,so the novice teachers can adapt to the two dimensions smoothly,while informal learning has limitations on the influence of some abilities in psychological adjustment and professional environment adjustment,so the dimension of environmental adjustment and psychological adjustment is poor.After that,the fifth chapter specifically analyzes the influence factors of informal learning on the role adaptation of novice teachers in primary schools.Finally,in order to promote novice teachers to use informal learning to have a positive impact on role adaptation,this paper tries to put forward suggestions and countermeasures from the three levels of school management,novice teachers and normal colleges to create good opportunities,methods and environment for informal learning,so as to make novice teachers clearly define their role as teachers,promote the level of professional development,and successfully complete the adaptation of teacher role.