Proceedings of the 1st International Conference on Arts, Design and Contemporary Education (ICADCE 2015)

Novice English Teachers’ Learning to Teach

Authors
Bin Chen, Yuanyuan Zhang
Corresponding Author
Bin Chen
Available Online May 2015.
DOI
https://doi.org/10.2991/icadce-15.2015.181How to use a DOI?
Keywords
novice English teachers; condition of learning to teach; suggestion
Abstract

Novice teachers’ learning to teach process is hard yet rewarding. To probe Chinese middle school novice English teachers’ condition of learning to teach, a questionnaire focused on four aspects was implemented. Results of the questionnaire showed that most novice English teachers investigated were not satisfied with their learning to teach process, and they felt overwhelmed and exhausted both in teaching and student discipline. They needed better collaborative teaching environment, and being trained to develop a habit of reflecting on their teaching activities. On the basis of the study, suggestions were offered.

Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 1st International Conference on Arts, Design and Contemporary Education (ICADCE 2015)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
May 2015
ISBN
978-94-62520-78-3
ISSN
2352-5398
DOI
https://doi.org/10.2991/icadce-15.2015.181How to use a DOI?
Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Bin Chen
AU  - Yuanyuan Zhang
PY  - 2015/05
DA  - 2015/05
TI  - Novice English Teachers’ Learning to Teach
BT  - Proceedings of the 1st International Conference on Arts, Design and Contemporary Education (ICADCE 2015)
PB  - Atlantis Press
SP  - 749
EP  - 752
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-15.2015.181
DO  - https://doi.org/10.2991/icadce-15.2015.181
ID  - Chen2015/05
ER  -