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1、1毕业设计（论文）毕业设计（论文） 外文资料翻译外文资料翻译题 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 级学 号09110214139学生姓名指导教师温州大学教务处制2外文资料来源及题目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) 【学位名称】Ph.D. 【学位年度】2
2、004译成中文后题目译成中文后题目（译文附后） 新任教师情绪工作的领域新任教师情绪工作的领域指导教师审阅意见：指导教师审阅意见：签名：签名：年年 月月 日日原文 Realms of beginning teachers emotional work.3【作 者】Smeltzer Erb, Cathy KayCase Study ApproachThis thesis adopts a qualitative research perspective characterized by an interpretive, naturalistic approach. Phenomenon is in
3、terpreted 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 thesis.Case study is the research methodology
4、(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 data collection, such as interviews, observations, de
5、briefing 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 examination of the complexity of all of the working
6、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 this thesis will be a collective case study (Stake, 1995) involvi
7、ng 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 the emergence of common themes, achieved both within and among
8、 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, entered the second year of teaching preferably where s/he was a first-year teacher;was enthusiastic abou
9、t participating in this research study;6was available and willing to participate in a variety of data collection procedures (interviews of 30-60 minutes in duration, classroom observations, document reviews, etc.);consented to having interview sessions tape-recorded, transcribed and analyzed;was wil
10、ling 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 comprised the primary cases and provided the greatest quantity of data for this thesis. A lesser volume of data wer
11、e 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 because it is a large enough number to give variation in representation, yet small enough for the research
12、er to manage prolonged engagement with each of the six participants. The group selected represented variation of subject areas, gender, age, and previous career experience.7新任教师情绪工作的领域新任教师情绪工作的领域【作 者】Smeltzer Erb, Cathy Kay案例研究方法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
13、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
14、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(Feagin, Orum, 同意将访谈内容进行记录，转录或分析。愿意就其工作的情绪方面进行深度披露。六位已进入第二年教学工作的教师符合上述标准，被选为此次研究的参与者。两位主要的参与者组成了此次研究的主要案例，为本文提供了大量的数据资料。其他四位参与者作为二级案例为满足将前后关系组成三角及对紧急概念进行区分的需求而提供了少量的音频资料。由于大量教师的表现会有变化，并且为了方便研究员对六位参与者进行管理，我们挑选了一个多案例组。这组参与者代表了主题范围、性别、年龄、及以往职业经验的变化。
