专业认证背景下的小学教育师范生职业认同与实践教学能力的关系:学习投入的中介作用

Relationship between Professional Identity and Practical Teaching Ability of Normal Students in Primary Education in the Context of Professional Certification: the Mediating Effect of Learning Engagement

以某省属师范高校294名小学教育专业本科生为调查对象,在考察师范生实践教学能力发展现状的基础上,分析了教师职业认同感、学习投入与实践教学能力之间的交互作用机制。研究发现:自评情况下,三至四年级师范生的实践教学能力整体处于中上水平;师范生职业认同感、学业投入与实践教学能力三者之间存在显著正相关;师范生职业认同显著正向预测其实践教学能力,而师范生学习投入在实践教学能力与职业认同间起到中介作用。今后,依托师范专业认证契机,相关部门可采取诸如创设"全程实践性"课程结构、"大中小学协同培养常态化"实践教学模式等手段来增强师范生的职业认同感与学习投入度,进而提升其实践教学能力。

With the participation of 294 undergraduates majoring in primary education in a Provincial Normal University,and based on the investigation of the development status of student teachers’practical teaching ability,we analyzed the interaction mechanism between teachers’professional identity,learning engagement and teaching practical ability.Research findings are shown as follows:Through self-assessment,the practical teaching ability of student teacher from grade 3 to grade 4 is at the upper middle level as a whole;There is a significant positive correlation between student teachers’professional identity,learning engagement and practical teaching ability;Student teachers’professional identity significantly positively predicts their practical teaching ability,and student teacher’learning engagement plays an intermediary role between practical teaching ability and professional identity.In the future,relying on the opportunity of normal professional certification,relevant departments can take some effective measures to enhance student teachers’professional identity and learning engagement,to improve their practical teaching ability.These measures include designing the curriculum structure of Whole Process Practice and the practical teaching mode of Normalization of Collaborative Training of Colleges,Universities,and Primary Schools,etc.