支教前后非定向免费师范生教师职业认同研究——以新疆师范大学首届免费师范生为例

On the teaching profession identity of the nondirectional tuition- free normal university students before and after their volunteer teaching in the rural areas——A case study of the first tuition- free students from Xinjiang Normal University

教师职业认同是教师职业发展的起点和专业成长的动力之源。采取随机与分层抽样的方法,在新疆境内抽取385名非定向免费师范生,利用《教师职业认同量表》与《学习动机量表》考察了实习支教前后,其教师职业认同感状况,以及教师职业认同与学习动机之间的关系。统计分析结果表明:支教后职业认同总体虽略有提高,但职业价值观、职业期望两纬度略有下降,职业能力与职业情感均显著提高,行为倾向略有上升;教师职业认同与学习动机显著相关。

Teaching profession identity is the starting point of teaching professional development and the source of power of professional development. The present study adopts a random sampling and stratified sampling, in which 385 tui- tion- free normal university students are selected. With Teachers＂ Occupation Identity Scale and Study Motivation Scale, we investigate their profession identity before and after their volunteer teaching practice in the rural areas,and analyze the relationship between teaching profession identity and study motivation. The statistical analysis shows that profession identity has slightly increased after teaching practice ,but vocational values and vocational expectation fell; professional competence and professional emotion significantly improved, behavioral intention was slightly higher, and the teachers＇profession iden- tity is associated with learning motivation.