公费师范生教师职业认同现状调查研究——以大四公费师范生为例

A Survey on the Status Quo of State-Financed Normal College Students′Teacher Professional Identity:Take Senior State-Financed Nornal College for Example

以毕业前公费师范生的教师职业认同特点及其影响因素为研究对象,采用问卷调查法和访谈法,基于《中学教育教师职业能力(试行)》中关于“教师职业认同”内涵的界定,调查研究公费师范生的教师职业认同特点。分析发现:一,公费师范生的教师职业认同程度处于中上水平,但各维度不均衡;二,影响职前公费师范生教师职业认同的因素有文理科、性别等个体特征。通过开展项目研究、多学科协同、教师职业文化氛围显性化等策略培养和提升师范生教师职业认同。

Based on the definition of"teachers professional identity"in"Vocational Competence of secondary education teachers(Trial)",the characteristics of teacher professional identity of State-Financed normal college students before graduation and its influencing factors were investigated by questionnaire survey and interview.The results show that:1)The degree of teacher professional identity of State-Financed normal college students is above the middle level,but the dimensions are not balanced;2)In addition to the individual characteristics of arts and science,gender and other factors that affect the professional identity of teachers in pre-service normal universities,the interdisciplinary teaching ability、the management level of students with learning difficulties,and the understanding level of the four guides of students also affect the professional identity level of teachers.Through the strategies of"carrying out project research,multi-disciplinary collaboration,and revealing the professional cultural atmosphere of teachers",teachers professional identity of normal university students can be cultivated and promoted.