| 中文题名： | 教育实习期间职前英语教师焦虑研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 英文 |
| 学科代码： | 045108 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 研究方向： | 英语教师教育 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2022-06-22 |
| 答辩日期： | 2022-05-23 |
| 外文题名： | A Study on Pre-service English Teacher Anxiety During the Teaching Practicum |
| 中文关键词： | |
| 外文关键词： | pre-service English teacher anxiety ; teaching practicum ; teacher anxiety |
| 中文摘要： |
焦虑情绪对教师和职前教师的身心健康、教学实践，甚至学生学习结果方面
所造成的负面影响表明了在英语教学领域研究这一具体教师情绪的重要性。许多
国外研究多从职前英语教师焦虑的来源及其应对策略等方面来探究焦虑问题，而
国内对于职前英语教师如何经历、克服焦虑问题的研究仍较为缺乏。
本研究旨在借教育实习为契机，描述当下职前英语教师的焦虑水平，探究引
起其焦虑的影响因素及应对策略。本研究以来自中国北部、南部、东部、和中西
部地区的共计 156 名职前英语教师为研究对象，通过定性和定量相结合的研究方
法，采用了半结构化访谈和问卷（包含职前英语教师焦虑量表）作为研究工具，
针对教育实习期间职前英语教师焦虑现状开展调查与分析。
研究结果显示职前英语教师教育实习期间的焦虑感整体呈中等水平，且在性
别、不同地区以及不同学历水平间存在差异，在教学经验和英语水平方面则无明
显差异。造成职前英语教师焦虑的影响因素主要包括他人评价、专业技能、学生
表现、课堂管理、英语能力、人际关系、工作量及非教学任务。其中职前英语教
师专业技能维度焦虑程度最强，人际关系维度焦虑程度最低。在应对策略方面，
职前英语教师通常采取四种策略来缓解自己的焦虑情绪：调整心态；做好充分准
备；向他人学习；以及与他人倾诉。
研究结果表明，职前英语教师自身、学校和社会都需要充分关注职前英语教
师焦虑问题。职前英语教师应有意识调节自身情绪，保持积极态度，做好专业准
备，充分利用社会资源帮助自身减少焦虑。更重要的是，学校和社会应重视其在
教育实习开展过程中预防易引发焦虑问题的事件发生的重要角色，帮助即将走向
工作岗位的职前英语教师做好准备。
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| 外文摘要： |
The negative effects of anxiety on both teachers’ and pre-service teachers’
physical and mental health, teaching practice, and students’ learning outcomes have
highlighted the importance of investigating this specific teacher emotion in the
English teaching field. Many foreign studies have explored pre-service English
teacher anxiety from the perspectives of its sources and coping strategies. Yet there
has been little research on how pre-service English teachers experience and overcome
anxiety at home.
This study intends to describe the present level of pre-service English teacher
anxiety, and dig out the contributing factors as well as pre-service English teachers’
coping strategies of their anxiety through their teaching practicum. And 156
pre-service English teachers from the North, South, East, and West&Central area of
China participated in the study. This study employed both qualitative and quantitative
methods, in which the semi-structured interview and questionnaire including
Pre-service English Teacher Anxiety Scale were adopted as research tools to help
collect the research data.
The study result indicated that the pre-service English teachers reported a
medium level of anxiety. And a significant difference was found in the present level of
pre-service English teacher anxiety in terms of gender, region, and educational level.
However, no statistically significant difference was shown in teaching experience and
English proficiency aspects. The contributing factors of pre-service English teacher
anxiety include mainly seven dimensions: others’ evaluation; professional skills;
students’ performance; classroom management; English proficiency; interpersonal
relationship; workload and non-teaching tasks. Among them, pre-service English
teachers feel most anxious in professional skills dimension, and experience the lowest
anxiety in dealing with the interpersonal relationship issues. As for the coping
strategies, pre-service English teachers usually take four strategies to release their
anxiety: adjusting one’s own mental attitude, making full preparations, learning from
others, and expressing one’s feelings to others.
Findings point to the need for pre-service English teachers, schools and society to
be fully aware of the pre-service English teacher anxiety. Pre-service English teachers
themselves should consciously regulate their emotions and stay positive, making full
use of professional preparations and social resources to reduce their anxiety. What’s
more, the schools and society ought to review their role in preventing the
anxiety-provoking issues occurring during the teaching practicum and help those
student teachers to be more prepared for becoming the real English teachers.
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| 参考文献总数： | 107 |
| 馆藏地： | 总馆B301 |
| 馆藏号： | 硕045108/22043Z |
| 开放日期： | 2023-06-22 |
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