定向与非定向师范生教师职业认同影响因素分析

研究结果显示定向与非定向师范生的教师职业认同总体较高,内在价值认同程度最高,其次是外在价值认同,意志行为认同最低,统计发现非定向师范生的认同程度明显高于定向生,从社会、学校、个人等方面分析影响因素,并提出增强两类师范生教师职业认同水平的对策。

Research shows a considerably high overall identity among directional and non-directional normal stu- dents with a best identity of its intrinsic value, a second identity of the extrinsic value, and the worst one, the voli- tional behavior. Statistically, non-directional normal students present an apparently higher professional identity. The attempting analysis of influential factors is made in such aspects as society, universities and students themselves so as to reach a solution to enhance the identity among the two types of students.