师范与非师范毕业生教师身份认同差异及政策启示

Identity Difference between Normal Major Graduates and Non-normal Major Graduates and Its Policy Implications

随着教师教育体系不断由封闭走向开放,我国教师队伍来源结构日趋多元,非师范毕业生构成了教师队伍的重要力量。从教师专业发展视角看,师范与非师范毕业生质量差异如何,人们对此还存在较大争议。利用"湖北省教师教育改革"调查数据,采用倾向得分匹配法(PSM)探讨师范与非师范毕业生教师身份认同差异问题,研究发现:整体上师范毕业生在教师身份认同及其子维度上显著高于非师范毕业生;异质性检验表明,就读师范专业对教师身份认同的影响在性别间和学段间有显著差异,在城乡间不存在显著差异。相对而言,就读师范专业对女教师、小学教师和初中教师身份认同有更显著影响。长远看,我国教师政策需要在"优者从教"和"教者从优"上同步发力,一方面构建有效的教师准入机制,筛选更多优秀毕业生进入教师队伍,另一方面应针对非师范毕业教师的特点因需施策,促进其专业成长。

With the development of teacher education system from closed to open,the source structure of teachers in China is becoming more and more diversified,and non-normal graduates constitute an important force of teachers.From the perspective of teachers’professional development,there is still a big controversy about the quality difference between normal and non-normal graduates.Based on the survey data of Hubei teacher education reform,this paper uses the propensity score matching method(PSM)to explore the differences of teacher identity between normal and non-normal graduates.The results show that,on the whole,normal graduates are significantly higher than non-normal graduates in teacher identity and its sub dimensions.The heterogeneity test shows that there is a significant difference in the influence of teachers’major on Teachers’identity between gender and academic period,but there is no significant difference between urban and rural areas.Comparatively speaking,studying in the normal major has a more significant impact on the identity of female teachers,primary school teachers and junior middle school teachers.In the long run,China’s teacher policy needs to make efforts simultaneously on"those who are superior should teach"and"those who teach should be superior".On the one hand,we should build an effective teacher access mechanism to screen more outstanding graduates to join the teaching team.On the other hand,we should take measures according to the characteristics of non-normal graduates to promote their professional growth.