个体中心视角下学前教育师范生职业认同与学习投入的关系:基于效能一价值模型

The Relationship Between Professional ldentify and LearningEngagement of Pre-service Kindergarten'Teachers from the Perspectiveof Individual Center:Based on Professional Value and Professional Efficacy Dual Core Factor Model

本研究以711名学前教育师范生为研究对象,在个体中心视角下,基于效能—价值模型对学前教育师范生职业认同类型进行划分,并分析学前教育师范生职业认同与学习投入的关系。结果显示,学前教育师范生职业认同可划分为四种类型,即低效能─低价值型、低效能—高价值型、高效能─低价值型、高效能—高价值型,其中低效能─低价值型占比最大,低效能—高价值型占比最小;学前教育师范生职业认同水平不高;职业认同不同类型群体在学习投入上存在差异,高效能—高价值型群体学习投入总分最高。研究者据此提出相关建议。

Taking 711 pre-service kindergarten teachers as research subject and based on efficacy-value model,this papercategorizes their career identity types from the perspective of individual center and analyzes the relationship between their careeridentity and learning engagement.The results show that there are four carcer identity types of pre-scrvice kindergartcn teachers,low efficacy-low value,low efficacy-high value,high efficacy-low value,and high efficacy-high valuc,of which low efficacylow value occupies the highest percentage while low efficacy-high value takes the lowest percentage.Their career identity levelis not high.Groups with different career identity show difference in learning engagement with high efficacy-high value groupobtaining the highest score in learning engagement.Some suggestions are provided.