教育类外文资料翻译

1、3毕业设计（论文）外文资料翻译题 目初中科学教师成长案例分析与研究学 院物理与电子信息工程学院专业物理学（师范）班级09物本学号09110214139学生姓名郑默超指导教师黄晓虹温州大学教务处制外文资料来源及题目（注：含作者、书名、杂志名或外文数据库名等，英文文章或段落标题，原文附后）题目: Realms of beginning teachers emotional work.作者: Smeltzer Erb, Cathy Kay来源: 【学位授予单位】university of toronto (canada)

2、【学位名称】Ph.D.【学位年度】2004译成中文后题目（译文附后）新任教师情绪工作的领域指导教师审阅意见： 签名：年 月 日原文Realms of beginning teachers emotional work.【作 者】Smeltzer Erb, Cathy KayCase Study ApproachThis thesis adopts a qualitative research perspective characterized by an interpretive, naturalisti

3、c approach. Phenomenon is interpreted in a natural setting and viewed as a "complex, holistic picture" (Creswell, 1998, p. 15) that examines the multiple dimensions of a problem in all its complexity. The context of beginning teachers' emotional work is the natural setting for this the

4、sis.Case study is the research methodology (Merriam, 1988) utilized in this thesis. Case study has a tradition of broad interdisciplinary evolution as it explores "a bounded system" (Smith, 1978) through in-depth data collection of multiple data sources (Creswell, 1998). Multiple forms of

5、data collection, such as interviews, observations, debriefing interviews, field notes, and documents provide an in-depth view of the case. By design, case studies bring out details of participant viewpoints by using multiple data sources. Thus this holistic approach to case study research enables an

6、 examination of the complexity of all of the working parts in "an integrated system" (Stake, 1995, p. 2). The context of case study research involves situating the case within its natural setting, thus aligning with the naturalistic approach of qualitative research.The primary design of th

7、is thesis will be a collective case study (Stake, 1995) involving six beginning teachers as separate case studies examined through cross-case analysis. The intent of multiple cases is to determine whether the cases follow similar themes and patterns (Yin, 1994). Multiple case study design allows for

8、 the emergence of common themes, achieved both within and among case analysis (Creswell, 1998), that might not be uncovered in a single case study (Creswell, 1994). Thus case study is an ideal methodology for a holistic, in-depth investigation (Feagin, Orum, & Sjoberg, 1991) of the emotional exp

9、erience of a group of beginning teachers.Role of the ResearcherMy role as the researcher is to be an instrument of data collection that gathers data, analyzes data inductively, and interprets the meanings conveyed by participants (Patton, 1990). However, this objective role is filled with subjective

10、 tendencies in my research study that must be kept at the forefront of my thinking throughout the stages of data collection and analysis.9In recent years, I have been involved on a committee that explored the possible implementation of a teacher induction program within the Southwestern Ontario scho

11、ol district where the site of this study is located. Also, at the invitation of a principal and vice-principal, I participated in the beginning stages of two small site-based initiatives prior to this study. One initiative was with six beginning teachers in a local elementary school. The other initi

12、ative involved approximately ten secondary teachers from the research site of this study.What I bring to this study is influenced by my own teacher experiences and from my understanding of teacher induction research. I believe that teacher induction is an essential component to effectively bringing

13、new teachers into the profession. Clearly, I believe that the emotional dimension of new teachers' experience is an intentional part of teacher development. Belief in the content of my research study increases my commitment to understand the experience of teacher participants. My interest and co

14、mmitment to new teachers allows me to go deeper into my investigation of research to understand the relationship between emotions and teacher learning.On the other hand, the belief that emotions are connected with learning to teach might subconsciously impede what questions I asked of participants,

15、what I observed in watching these teachers in their work, or how I understood the data. Conscious awareness of my own biases was important when collecting and analyzing data to present as accurate a portrayal of these teachers' experiences as possible.As a researcher, I spent many hours observin

16、g and listening to teachers tell stories of their work. In some cases, stories were recounted with extreme positive or negative emotion. In other accounts, stories seemed more neutrally presented. Regardless of the emotion present, I was entrusted with both the sacred and the cursed moments of begin

17、ning teaching. Although not formally designed in my study, I was a mentor to these teachers. I entered my research with sensitivity to the amount of time that would be expected from participants. Without jeopardizing my research design, I remained conscious of the overwhelming demands faced by begin

18、ning teachers as reported in research literature while acquiring the data necessary for an in-depth study. I also recognized that disclosure of sensitive information to the researcher might be an issue for some participants. Late in the study, several teachers spoke appreciatively of the listening,

19、mentoring, reflective and support mechanisms that were unintentionally structured into my role as researcher. For example:Yesterday I was feeling a sense of loss. Where's my Cathy? It's true though because there were a couple of things that happened yesterday . I was looking for you this mor

20、ning, 'cause I'm so used to sharing this stuff with somebody because normally you don't talk about it to anyone. A-16-6. I was thinking also, in many ways, this whole process with you to me, because we talk about all these things, this is for your research study, but to me you're ver

21、y much my mentor. A-23-108The days I'm here with you I hardly see anybody else. No one else has taken the time to do this, either they're too afraid or no one's willing to provide it, or not interested. B-13-68These comments from participants mitigate the limitation of respondents being

22、comfortable to disclose content of a sensitive nature to the researcher. In essence, the researcher-participant interaction evolved into a mentoring relationship in which trust and confidentiality were established during the study. It is expected that these relationships may continue beyond the scop

23、e of this study, particularly between the major participants and the researcher.Selection of Case Study Participants In qualitative research, participants are purposefully selected that will best answer the research question (Creswell, 1994). In this thesis, participants were purposefully selected f

24、rom one secondary school within a Southwestern Ontario school district where the researcher had previously taught and had established contact with beginning teachers. Second-year teachers were selected based on the advice from research literature that new teachers need time to learn about a school c

25、ulture and the students. Further, Grossman, Valencia, Evans, Thompson, Martin, and Place (2000) caution against relying solely on first year teacher's views. Once beginning teachers have survived the first year, they know their school culture and students, are more confident in their role as tea

26、chers, and are better able to reflectively assess their strengths and weaknesses than when they were engulfed in the overwhelming first year of teaching. Second year teachers have the advantage of one year of experience as a new teacher, yet the experience is fresh enough in their minds to accuratel

27、y recall their experiences.To begin the process of selecting case study participants, I acquired written consent from school administration that this study could be conducted in their school. A vice-principal generated a list of all second-year teachers from the school database. With administration&

28、#39;s approval, I prepared and distributed a memo to the 14 teachers identified from the database as second-year teachers. Of the 14 teachers, six indicated interest in participating in the study. Individual conversations with these six potential participants clarified the purpose and design of the

29、study, assisted in assessing whether participants were interested in major or minor participation in the study, and assisted the researcher in assessing each individual according to the following criteria: began his/her second year of probationary or permanent teaching in the 2001-2002 school year;

30、entered the second year of teaching preferably where s/he was a first-year teacher; was enthusiastic about participating in this research study; was available and willing to participate in a variety of data collection procedures (interviews of 30-60 minutes in duration, classroom observations, docum

31、ent reviews, etc.); consented to having interview sessions tape-recorded, transcribed and analyzed; was willing to engage in an in-depth exploration of the emotional dimension of his/her work.Six second-year teachers met the criteria and were selected as participants. Two major participants comprise

32、d the primary cases and provided the greatest quantity of data for this thesis. A lesser volume of data were collected from four minor participants selected as secondary cases for the purpose of triangulating contextual issues and sorting out emerging concepts. A multi-case group of six was selected

33、 because it is a large enough number to give variation in representation, yet small enough for the researcher to manage prolonged engagement with each of the six participants. The group selected represented variation of subject areas, gender, age, and previous career experience.新任教师情绪工作的领域【作 者】

34、Smeltzer Erb, Cathy Kay案例研究方法本文以说明性、自然方法为特点的定性研究为视角。现象被解释为一种自然环境，并被视为是一种可以从多维度检测问题复杂性的“复杂的、整体的图片” (Creswell, 1998, 第15页)。新任教师思想工作环境即是本文的自然环境。本文的案例研究所采用的是研究方法论(Merriam, 1988)。案例研究以通过多种数据来源深度搜集数据(Creswell, 1998)来探索 “有限系统”(Smith, 1978)，其具有广泛跨科学发展的传统。收集数据的多种形式，如访谈、观察、述职访谈、现场记录及文件等，让案例的切入视

35、角更为深入。通过设计，数据的多样来源可为案例研究带来更为详细的参与者的观点。因此，案例研究的整体研究方法让从“整合系统”(Stake, 1995,第2页)方面研究各个工作部分的复杂性成为了可能。本文针对六个新任教师初步设计了一个集合式案例研究方案(Stake, 1995)，并分别对案例研究进行跨案例分析。对多个案例进行分析的目的是确定这些案例是否在主题及模式上存在相似性(Yin, 1994)。多个案例研究的设计允许案列分析内部及之间有相同主题的出现(Creswell, 1998)，并不局限于单独的案例研究(Creswell, 1994)。因此，案例研究是进行新教师情绪体验整体深度调查(Feag

36、in, Orum, & Sjoberg, 1991)的理想方法。研究者的角色本人在研究中扮演的角色是进行数据收集，归纳整理分析，并对参与者所传达的意思进行翻译(Patt客观角色在我的研究中充满了主观取向，并需要在整个数据搜集和分级阶段中占据思想的最前线。1990)。但是，这种 近年来，我加入了安大略西南部学区进行的教师入职项目委员会，探索有可能实现的教师入职项目，并且受邀担任校长及副校长职务，参与了该项研究初始阶段的现场研究方案的制定。其中一个方案是同当地小学的六位新任教师一起进行的。其他方案是同本项研究现场学校的10位中学教师进行的。我将自己的教师经验及对教师工作研究的理解引入了本次

37、研究。我坚信，对教师的入职培训是将新任教师带入该行业的基础部分。对案例研究的信任，增加了我对参与教师工作经验的理解。我对新教师的兴趣和承诺让我可以更深入的进行研究以及理解教师教学学习和情绪之间的关系。从另一方面来说，情绪与教师学习教学之间的关系会潜意识的阻碍我对参与教师的提问、观察及本人对数据的理解。我对自觉意识的偏见对搜集及分析数据以精确展示教师经验来说是非常重要的。作为一名研究者，我投入大量的时间和精力来聆听教师讲述其工作故事。在一些案例中，这些故事带有极端的正面及负面情绪。在其他情况下，故事显得较为中立。除情绪的展示以外，我同时信任神圣及负面的教学初期片段。尽管在我的研究中并未进行正式的涉及，我还是这些新任教师的指导者。我的研究保持了对参与者期望参与次数的敏感性。在不影响研究设计的情况下，我们保持了对需要数据的深度研究的资料所报告的新任教师的压倒性需求的注意力。同时我们还意识到，对部分参与者来