教育專業(yè)畢業(yè)論文外文翻譯-- 對于進入基礎教育專業(yè)領域的動機研究

1、<p>　　本科畢業(yè)設計(論文)外文</p><p><b>　　文獻翻譯</b></p><p>　　外文出處: http://www.directions.usp.ac.fj/collect/direct/index/assoc/D1175069.dir/doc.pdf</p><p>　　附 件： 1.外文資料翻譯譯文；2

2、.外文原文。</p><p>　　附件1：外文資料翻譯譯文</p><p>　　對于進入基礎教育專業(yè)領域的動機研究</p><p><b>　　——以斐濟為例</b></p><p>　　本研究的重點在于對進入教育專業(yè)領域的動機研究，特別是從事基礎教育工作的動機研究。本研究以斐濟的托卡師范學院的學員為例，對選擇小學教師作

3、為職業(yè)的動機進行了問卷調(diào)查，研究結(jié)果顯示，大多數(shù)實習教師對從事小學教師這一職業(yè)有很大的興趣，但也有一部分認為不會把小學教師作為自己的職業(yè)選擇。本研究也討論了學生選擇托卡師范學院進行學習的原因。</p><p><b>　　一、研究目的：</b></p><p>　　在太平洋地區(qū)，對教師入職資格培訓機構(gòu)正逐步上升，但是，總體而言，對小學教師的培訓并沒有受到高度重視，至關

4、重要的是調(diào)查和確定這項事業(yè)已經(jīng)到達何種程度受到了斐濟教育界的贊賞。特別是本研究探討了小學教師的職業(yè)生涯追求職前教師的動機。以下問題的研究指導了本文：有志從事教學工作的動機是什么？</p><p><b>　　二、研究范圍：</b></p><p>　　勞托卡師范學院成立于1977年，為第二政府擁有的小學教師的教育機構(gòu)。具體來說機構(gòu)的作用是提供在職培訓，未經(jīng)培訓的教師和

5、在職教師進修課程。然而， 師范學院在1981年被迫因為長期護理服務的責任而關閉，以接管前培訓小學教師?，F(xiàn)在它仍是唯一的政府的首要 教師教育機構(gòu)。</p><p><b>　　三、研究方法：</b></p><p>　　采用數(shù)據(jù)收集法與問卷調(diào)查法，這兩個部分的調(diào)查確定了教師加入教學專業(yè)的理由。</p><p>　　第一部分包括16個報表 調(diào)查了有

6、關進入教師行列的動機。受訪被要求對每個語句進行態(tài)度評價，對應為李克特尺度上的五點。 這有助于確定推動學生進入教師領域的最高和最低的共同因素</p><p>　　第二部分給學生表達他們加入教師職業(yè)的理由，以進一步探討的第一個項目所獲得的數(shù)據(jù)研究。</p><p>　　通過解釋研究目的和結(jié)果呈現(xiàn)，我介紹了問卷設計，以協(xié)助決策者和那些誰渴望成為小學教師的人。然后我親自派發(fā)問卷，并對所獲得的數(shù)據(jù)以

7、保護的方式對待。</p><p><b>　　四、結(jié)果分析：</b></p><p><b>　　表一：</b></p><p>　　我想成為一名教師，因為： </p><p>　　1我覺得有一個寶貴的教學，以在社會中發(fā)揮作用 </p><p>　　2我相信我們的教師有較高的

8、社會地位 </p><p><b>　　3我喜歡孩子 </b></p><p>　　4作為一名教師有機會與與社會各界緊密合作 </p><p>　　5我喜歡與他人分享信息 </p><p>　　6 教師可以承擔起社會中發(fā)揮領導作用 </p><p>　　7教學是一個學習專業(yè) </p>

9、<p>　　8我的父母希望我成為一名教師 </p><p>　　9我想不出什么別的事情可做 </p><p>　　10我認為這將是一個滿意的工作 </p><p>　　11老師的工作是非常安全的 </p><p>　　12該行業(yè)是高薪厚祿 </p><p><b>　　13我希望有權威 </

10、b></p><p>　　14短短一天的工作 </p><p>　　15我喜歡長假期的想法 </p><p>　　16我的母親/父親/兄弟/姐妹是一位老師 </p><p>　　從表1可以看出，學員大部分的動機在于他們認為教學在社會上發(fā)揮寶貴的作用。其次認為教師有很高的地位。而如圖所示在最不激勵因素是我的母親/父親/兄弟/姊妹是一名教師

11、，我想成為同樣的。 </p><p>　　學員被要求羅列影響他們職業(yè)選擇的因素，從數(shù)據(jù)顯示看，其中最影響他們參加小學教師的培訓。按照出現(xiàn)的頻率高低頻繁降序排列分別為：</p><p><b>　　1兒童喜愛的</b></p><p>　　2父母，同儕或老師的影響</p><p>　　3教學看作是一個崇高的職業(yè)</p

12、><p><b>　　4童年的野心</b></p><p><b>　　5安全的工作</b></p><p><b>　　6信息共享</b></p><p><b>　　7幫助社區(qū)的機會 </b></p><p><b>　　

13、8較長的假期</b></p><p><b>　　9沒有其他的機會</b></p><p><b>　　10更好的狀態(tài)。</b></p><p>　　一些由學員反應的例子以及提供有關的證據(jù)，說明如下：</p><p>　　1評論有關兒童喜歡的包括： </p><p&g

14、t;　　(1)我喜歡孩子...我只是喜歡與孩子們。 </p><p>　　(2)如果你花一點時間來反映你會發(fā)現(xiàn)，孩子們有6小時是生活在你的手里的。如果我們能夠在他們適當?shù)哪挲g培育他們，他們將成為未來的研究。兒童本身有很多在教我們。 </p><p>　　(3)我喜歡孩子。我有兩個小姐妹在家里，我真的愛他們?？粗⒆映砷L是非常有趣。我愛社交，有孩子，成為一名教師是他們的方式與福利。 、<

15、;/p><p>　　2有些父母，同儕的意見對教師選擇產(chǎn)生影響：</p><p>　　作為一個職業(yè)教學給出如下敘述： </p><p>　　(1)我的父母希望我成為一名教師，因為他們看到我的狀態(tài) </p><p>　　(2)我的父母都影響了我的職業(yè)生涯。</p><p>　　(3)由于我的父親是一所學校的老師，老師也給了我一

16、個樣的力量和動機，我應該跟隨我父親的腳步。</p><p>　　(4)我的母親強烈要求我誰擔任這個工作，因為它是安全的 </p><p>　　(5)我的中學老師提供給我的啟示成為一名教師。他們的穿著方式，說話，教學和 分享知識給了我很大的啟發(fā)。 一般來說，他們的專業(yè)化是對我影響最大。 </p><p>　　3一些學員把教師看做是崇高的職業(yè)：</p>&

17、lt;p>　　他們的反饋意見包括：</p><p>　　(1)教師是唯一能培育一個孩子，從6歲初，直到他們長大成人，老師在對孩子進行價值觀教育方面產(chǎn)生了重要的作用。</p><p>　　(2)這是一個非常崇高的事業(yè)，高度尊重，可以得到很多關注 </p><p>　　4有的學員一直有野心成為教師。</p><p>　　他們的反饋意見包括：

18、</p><p>　　(1)這是我的夢想，成為一名教師。 </p><p>　　(2)我人生的目標是成為小學教師。 </p><p>　　5也有些學員 參加工作的動機是因為教學的安全： </p><p>　　(1)這是穩(wěn)定的工作，因為我們可以很容易地吸收到民事服務。 </p><p>　　(2)這是件好事，教學是一個穩(wěn)

19、定的工作。 </p><p>　　6有的學員想分享信息，這推動他們參加教師工作： </p><p>　　孩子們的興趣與信息共享，當然是好的。這種感覺我到這個領域可以得到一個機會，以幫助他們。</p><p>　　7一些學員認為社區(qū)是影響他們選擇的另一個因素。</p><p><b>　　反映的意見是： </b><

20、/p><p>　　(1)我喜歡成為一所學校的老師，因為這是一個很好的機會，可以緊密結(jié)合不同民族背景的人。 </p><p>　　(2)教師可以承擔起社會的領導作用研究。 </p><p>　　(3)社區(qū)將查找到你，他們會尊重你。 </p><p>　　8有些人加入教師行列，因為他們喜歡長假期。</p><p>　　(1)我

21、喜歡這個職業(yè)是因為在長假期休息或結(jié)束時，您也不必休息和享受自己去準備另一學年。 </p><p>　　(2)有許多假期，你還有收到你的薪水。 </p><p>　　除了以上主要因素的影響，還有其他原因，如：獎學金，良好的薪金;便宜的培訓;學員擁有合適的特性;短工作日;安全的工作環(huán)境; 為方便照顧家庭，且易于學習。</p><p><b>　　五、討論 &l

22、t;/b></p><p>　　根據(jù)馬歇爾的學生四個類別，西爾斯和奧的斯，威爾伯恩（1987）就其決定作出自己的教學生涯 確定了這項研究，并指出大部分學員可被視為'傳統(tǒng)主義'。</p><p><b>　　表1顯示</b></p><p>　　1他們教學認真的考慮了教學的價值。如采取積極印象教學教師有較高的社會地位。<

23、;/p><p><b>　　2喜歡工作與兒童。</b></p><p><b>　　3提供工作機會。</b></p><p>　　4可以密切與社會的聯(lián)系。</p><p>　　5喜歡與他人分享信息。</p><p>　　6教學是一個博學多才的職業(yè)</p><p

24、>　　7教學是一個令人滿意的工作</p><p>　　同樣，以開放式問題得到的學員反映得出他們絕大多數(shù)似乎對真正的教學有很大的興趣。兒童被認為是最常見的影響學員決定加入小學教師的因素。文獻也證實，這是一個教師最有價值的品質(zhì)。（西爾斯，馬歇爾與奧的斯，威爾伯恩，1994年），一旦學員成為成熟的教師，他們更有可能專注于他們的工作。他們還將幫助孩子們很更地提高他們的學習成果。觀察自己的老師，被調(diào)查者可能形成一個積

25、極的印象，將是他們的教學生涯的選擇。一個相對較小的學員在樣本比例卻并不急于加入專業(yè)，并加入教師隊伍的非利他主義的動機，例如，有些企業(yè)正在利用作為一個'跳板'為大學提供賺錢的工作或'享受'長假期。一個小部分學生的比例說；“我不知道我還可以做什么其他的?！薄拔蚁Ｍ袡嗤薄拔铱释虚L假期?！背钟羞@種想法的學生不具備適合一個專業(yè)教師的屬性。這些學生可能開始并沒有考慮進去小學師資培訓。相反可能已被他們的優(yōu)先參加培

26、訓或教育方案提供的其他高等教育機構(gòu)，這些機構(gòu)不接受他們，他們沒有別的選擇，只能加入此次培訓。 如前所述，一些問題的結(jié)束，所收集的數(shù)據(jù)是有限的，因此通過隨訪以獲得更深入的了解， 結(jié)果發(fā)現(xiàn)，父母，家庭和教師在某種程度上影響的學員自己</p><p>　　六、結(jié)果產(chǎn)生的影響 </p><p>　　關于加入教師行列的動機是相關者需要注意的。雖然大部分學生對教師表現(xiàn)出升值的價值取向，但是有關

27、當局不應自滿，應嘗試進一步加強在這些領域的研究發(fā)現(xiàn)，使其成為更具吸引力的行業(yè)，例如更好的報酬。結(jié)果證實，一小部分學生對教師似乎對教學缺乏興趣。對待這樣的學生不得采取嚴肅的工作來幫助他們的專業(yè)準備，使用適當?shù)氖侄蝸硭茉爝@些學生，使這一專業(yè)成為他為有興趣的專業(yè)。整個培訓計劃，即課程，設施，設備，教學經(jīng)驗等，應足以使他們進一步激發(fā)學員在專業(yè)教學的興趣。 </p><p>　　為了確保質(zhì)量更好入職的教師，招募學員的管理政

28、策可以進一步精簡，教育事業(yè)部可以設計適當?shù)墓ぞ邅硎占嘘P數(shù)據(jù)，對學生的職業(yè)動機進行評定。消除那些不感興趣的專業(yè)。此外文獻 表明，選擇應該是一個持續(xù)的教育過程，而不是最初的入境口岸。（哈伯曼與斯廷內(nèi)特，1973年）。由于教師在生活和學習的兒童和社區(qū)發(fā)揮至關重要的作用，重要的是要考慮人民們想在教育界達到的水平，而不僅只是合格的學生，而且這些合適的素質(zhì)是需要的，可以幫助人們在教育發(fā)展的基礎上作出積極貢獻。</p><p&g

29、t;<b>　　附件2：外文原文</b></p><p>　　Motivation to join primary teaching profession: The case of Fiji</p><p>　　Govinda Ishwar Lingam</p><p>　　The study reported here focuses on

30、motivations for joining the teaching profession. In particular, motives of the entrants joining the primary teaching force were investigated. The trainees at Lautoka Teachers’ College in Fiji responded to a questionnaire

31、 aimed at identifying their motives for choosing primary teaching as a career. Analysis of the results indicated that a large percentage of trainee teachers enrolled at the College were genuinely interested in becoming a

32、 teacher, and that a smal</p><p>　　Purpose of the research </p><p>　　In the Pacific region, entry qualifications to teacher training institutions are gradually rising but, on the whole, primary

33、teacher training is not a high priority for suitably qualified school leavers (Benson & Singh, 1993). It is vital to investigate and determine the cause of this and to what extent there is an appreciation for the tea

34、ching profession in Fiji. Specifically, the study explores pre-service teachers’ motivations for pursuing a primary teaching career. The following research que</p><p>　　Study context:</p><p>　　L

35、autoka Teachers’ College (LTC) was established in 1977 as the second government owned primary teacher education institution. Specifically this institution’s role was to provide in-service training for untrained teachers

36、and refresher courses for practising teachers. However, the closure of Nasinu Teachers College in 1981 forced LTC to take over responsibility of pre-service training of primary teachers. It now remains the only governmen

37、t primary teacher education institution in Fiji. </p><p>　　Research methods </p><p>　　The data-gathering method involved a questionnaire survey. The two-part survey determined teachers’ reasons

38、for joining the teaching profession. This was used with student teachers that were recently admitted into the pre-service teacher education program. A survey was considered an effective means of gathering data from a lar

39、ge sample (Gay, 1992). </p><p>　　Rank STATEMENTS </p><p>　　I would like to be a teacher because: </p><p>　　1 I think teaching has a valuable role to play in society </p><

40、p>　　2 I believe teachers have a high status in our society </p><p>　　3 I like children </p><p>　　4 As a teacher there are opportunities </p><p>　　to work closely with the communi

41、ty </p><p>　　5 I like sharing information with others </p><p>　　6 Teachers can take up leadership roles in the community </p><p>　　7 Teaching is a learned profession </p><

42、;p>　　8 My parents would like me to be a teacher </p><p>　　9 I can not think of anything else to do </p><p>　　10 I think it will be a satisfying job </p><p>　　11 The job of a teac

43、her is very secure </p><p>　　12 The profession is well paid </p><p>　　13 I like to have authority </p><p>　　14 The working day is short </p><p>　　15 I like the idea of

44、long holidays </p><p>　　16 My mother/father/brother/sister is a teacher </p><p>　　The trainees were asked to list and comment on the two reasons from the list which influenced them the most to j

45、oin primary teacher training. A number of comments emerged. The ten most frequent responses in descending order were (1) fondness for children, (2) parents, peer or teacher influence, (3) teaching seen as a noble profess

46、ion, (4) childhood ambition, (5) security of the job, (6) sharing of information, (7)opportunity to help the community, (8) long holidays, (9) had no other opportunity,</p><p>　　Comments relating to the liki

47、ng for children included: </p><p>　　I like children…I simply adore being with kids. if you take a moment to reflect you will find that the kids place their 6 hours of living in your hands. And if we are able

48、 to properly mould them at a tender age, they become something in future. Children themselves have a lot to teach us as we do for them. </p><p>　　I love children. I have two small sisters at home and I do re

49、ally love them. Seeing children growing up is very interesting. I love socializing with children and becoming a teacher is one way of being with them. </p><p>　　Some of the comments about ‘parents, peer or t

50、eacher influence’ on selecting teaching as a career are given below: </p><p>　　My parents wanted me to become a teacher as they saw the status my grandparents hold as teachers in society. </p><p&g

51、t;　　My parents have influenced my career. Since my dad was a schoolteacher it gave me a kind of strength and motivation that I should follow the footsteps of my dad. </p><p>　　My mother who strongly urged me

52、 to take up this job since it is secure and carries a lot of weight in terms of status in society. </p><p>　　My secondary school teachers provided me with the inspiration to become a teacher. Their way of dr

53、essing, talking, teaching and sharing of knowledge inspired me a lot. Generally, their professionalism was the greatest influence on me. </p><p>　　Teaching is regarded by some trainees as a noble profession.

54、 Quotations from their feedback included, for example: </p><p>　　Teachersare the only ones that can bring up a child, beginning from the early ages of 6 until they become adults, so it is the teacher who pla

55、ys an important role in moulding and instilling the values, behaviours etc to the children. </p><p>　　It is a very noble career, highly respected and can get a lot of attention from the people in the communi

56、ty. </p><p>　　Some trainees had always had the ambition to become teachers. The comments provided below reflect this: </p><p>　　It was my dream to become a teacher. </p><p>　　It was

57、 my goal in life to become a primary teacher. </p><p>　　The following are some of the comments which indicated that some trainees were motivated to join teaching because of the security of the job: </p>

58、;<p>　　Secure job as we can easily get absorbed into the civil service. </p><p>　　It is good to first secure a job. Teaching is a secure job. </p><p>　　Some trainees wanted to share infor

59、mation and this propelled them to join teaching. For example: </p><p>　　Getting an opportunity to help the community was considered by some trainees as another factor influencing them to select teaching as t

60、heir career. These are some of the comments which reflect this perception: </p><p>　　I love to become a school teacher because it is a good opportunity for me to work closely with the people of different eth

61、nic backgrounds. </p><p>　　Teachers can take up leadership roles in the community. People in the community will look up to you and they will respect you. </p><p>　　Some were influenced to join t

62、he teaching profession because they liked the idea of long holidays. For example: </p><p>　　I like the idea of long holidays that is when school breaks or ends. </p><p>　　Many holidays and you s

63、till receive your salary. </p><p>　　Apart from the ten major influences, other reasons given for choosing teaching as a career were: a scholarship; good salary; cheap training; trainee possessed suitable cha

64、racteristics; short working day; safe working environment; convenient for the caring of family; easy job; and easy to study and pass the training programme. </p><p>　　Discussion:</p><p>　　The fo

65、ur categories of students mentioned by Marshall, Sears and Otis-Wilborn (1987) in relation to their decision to make teaching their career were also identified in this study. It was noted that a large proportion of train

66、ees could be considered ‘traditionalists’. The trainees’ ratings for each statement (Table 1) indicated that they were serious about taking up teaching. </p><p>　　They indicated a positive impression of teac

67、hing such as: teaching is a valuable role to play in our society ;teachers have a high status in our society ; fondness to work with children; opportunities available to work closely with the community,like sharing infor

68、mation with others ; can take up leadership roles in the community ; teaching is a learned profession ; influence from parents ; and teaching is a satisfying job . </p><p>　　Similarly, trainees’ responses to

69、 the open-ended questions showed a large proportion of them appeared to be ‘genuinely’ interested in the teaching profession. Liking for children was cited as the most common factor influencing the trainees’ decision to

70、join primary teaching. Evidence from the literature also confirms that this is the most valued quality of a teacher (Sears, Marshall & Otis-Wilborn, 1994). Once the trainees become fully-fledged teachers, they are mo

71、re likely to be dedicated to th</p><p>　　A relatively small proportion of trainees in the sample was not eager to join the profession and had non-altruistic motives for joining the teaching force. For exampl

72、e, some were using the College as a ‘stepping stone’ to more lucrative jobs or to ‘enjoy long holidays’. A small proportion of students stated: ‘I cannot think of anything else to do’, ‘I like to have authority’, ‘I like

73、 the idea of long holidays’. A student with such reasons may not possess the attributes befitting a teacher or the</p><p>　　As mentioned earlier, some of the data collected in the closed-ended questions were

74、 followed up to gain a more in-depth understanding of particular items of interest to the researcher. It was found that parents, family and teachers had somewhat smaller influence than the trainee’s own notions of the pr

75、ofession. But when all these people were considered as the ‘significant others’ who could influence a person to choose teaching as a career, there seems to be some definite influence on the choice </p><p>　　

76、This is evident in the ranking of parents, peers and their teachers’ influence as second in the responses to the open-ended question. In a general sense, teacher trainees view that profession as having ‘a(chǎn) valuable role t

77、o play in society’. This view ranked the first in the responses to the closed-ended questionnaire. However, at the level of the community this is not translated into a desire to help the community as evident in the seven

78、th ranking in the open-ended question. Overall the responses</p><p>　　Implications of the findings </p><p>　　The results from this study on ‘motivation to join the teaching profession’ are impor

79、tant and therefore warrant attention from the relevant stakeholders. Given that a large proportion of student teachers demonstrated an appreciation for the teaching profession, the authorities concerned should not be com

80、placent but try to further strengthen those areas identified in the study to make the profession more attractive, such as better pay. The results confirm that a small proportion of student teache</p><p>　　To

81、 ensure better quality teachers entering the profession, the policies governing recruitment of trainees could be further streamlined to ensure that only those who are really motivated are admitted into the pre-service pr

82、ogramme at the College. The Careers Section of the Ministry of Education could devise appropriate instruments to collect relevant data on the student teachers before offering them a place at the College. This would be a

83、pro-active move to eliminate those not interested in the p</p><p><b>　　指導教師評語：</b></p><p>　　簽名： </p><p>　　年 月 日 </p><p&g