科研参与能提升幼儿园教师专业发展水平吗?——基于教育科研素养中介作用的实证检验

Can Research Participation Improve Preschool Teachers’ Professional Development Level?——An Empirical Test Based on the Mediating Role of Scientific Research Quality

幼儿园教师是"办好学前教育、实现幼有所育"的第一人力资源,他们的专业发展直接关乎教师队伍建设和学前教育质量。本文基于苏州市微观调查数据,使用分层回归及Bootstrap检验法实证分析了科研参与对幼儿园教师专业发展水平的影响,以及教育科研素养的中介作用。研究发现:(1)有、无科研参与经历的幼儿园教师在专业发展水平及其各维度上均存在显著差异;(2)科研参与次数对幼儿园教师专业发展水平(包括专业知识、专业能力)具有显著的直接正向影响;(3)教育科研素养在科研参与次数和专业发展水平的正向关系中发挥部分中介作用,且中介效应大于直接效应;(4)教育科研素养的中介作用存在异质性,它分别在科研参与次数对专业知识、专业能力的影响中起部分中介作用,在科研参与次数对专业理念与师德的影响中起完全中介作用。对此,应该改变"没必要搞科研"抑或"科研增加负担"等刻板印象,鼓励并大力支持幼儿园教师充分更高质量地参与科研,为持续推动幼儿园教师专业发展助力。

Preschool teachers are the first human resources for"good preschool education and child care".Their professional development is directly related to the construction of teachers and the quality of preschool education.Based on the micro-survey data of preschool teachers in Suzhou,this paper used hierarchical regression and Bootstrap method to empirically analyze the influence of research participation on professional development of preschool teachers and the mediating role of scientific research quality.The study found that,(1)There are significant differences in the professional development level and its specific dimensions among the preschool teachers who take part in the research and those who do not.(2)The frequency of research participation has a significant direct positive impact on the professional development level of preschool teachers(including professional knowledge and professional competence).(3)Scientific research quality plays a partial mediating role in the positive relationship between research participation frequency and professional development level,in which the mediating effect is greater than the direct effect.(4)The mediating role of scientific research quality is heterogeneous.Scientific research quality play a partial mediating role between research participation frequency and professional knowledge,and between research participation frequency and professional competence,and play a full mediating role between research participation frequency and professional philosophy and ethics.Therefore,this study suggests that we should change the stereotype of"no need for scientific research"or"scientific research to increase burden",encourage and strongly support preschool teachers to participate in scientific research with more and higher quality,so as to continuously promote professional development of the teachers.