师范生职业认同多维结构的初步效验——基于现代效度理论的视角

The Preliminary Test of the Multi-dimensional Structure of Student Teachers’Professional Identity——Based on the Perspective of Modern Validity Theory

本研究基于现代效度理论的效验框架,在对已有量表进行内容分析的基础上,通过题项代表性取样编制量表,以1510名师范生为样本,对师范生职业认同的多维结构进行初步效验。经一测数据的交叉证实和二测、三测数据的再验证,结果表明:师范生职业认同最优结构为"二阶二因子一阶四因子"模型,由"职业价值观"(内在价值观、外在价值观)和"职业归属感"(角色接纳、从教承诺)构成。据此,本研究将师范生职业认同内涵界定为:师范生对未来将要从事的教师职业的认可、接纳和承诺。

This study is based on the validation framework of modern validity theory,on the basis of content analysis of existing scale,this study constructed a new scale through representative sampling of items,and took 1510 student teachers as samples to make preliminary validation on multi-dimensional structure of student teachers’professional identity.Through the cross-verification of the first test data and the re-verification of the second and the third test data,the results show that:the professional identity structure of student teachers is a"2-4 factor"hierarchical model,which consists of"career values"and"career belonging"on the first layer.Career values include"internal values"and"external values",and career belonging includes"role acceptance"and"teacher commitment".Based on this,the professional identity of student teachers is defined as the student teachers’approval,acceptance,and commitment to the teaching profession that they will pursue in the future.