智障教育方向师范生职业认同感调查研究

A Research into Professional Identity of Normal College Students of Mental-retarded Education

目的:了解并分析智障教育方向师范生职业认同感情况。方法:对南京特殊教育职业技术学院2009级智障教育方向师范生(即将毕业)进行问卷调查。结果:(1)智障教育方向师范生的教师职业认同感水平普遍较高;(2)智障教育方向师范生在职业期望维度上的得分明显高于其他维度;(3)智障教育方向师范生的教师职业认同感存在明显的性别差异,女生高于男生;(4)独生子女学生在职业期望上的得分高于非独生子女,其他得分相对较低。(5)智障教育方向师范生中农村学生相对较少,但是职业认同感整体上比城镇学生高。(6)家庭经济条件差的师范生对智障教育教师职业有更积极的情感体验,也更愿意长期从事智障教育教师职业。这些结果为智障教育方向师范生的培养与管理提供了有益的启示。

In order to know about and analyze the professional identity of normal college students in the major of mental-retarded education, a questionnaire was conducted among the students of the major enrolled in 2009. the results are listed as follows: (1) these students, on a whole, have a high professional identity; (2) they score higher in career expectancy than in other aspects; (3)gender differences are found, with female students scoring higher; (4) the students from one-child families score higher than students with siblings only in career expectancy; (5) most of the students come from cities and towns, but they score lower than those students from the countryside. (6) the students from poor families have more positive emotion experience and are more willing to educate mentally retarded children for a long time. These results can benefit the cultivation of the students of mental-retarded education.