教育实习对师范生教师身份认同影响的实证研究

An Investigationon the Influence of Educational Practice on Teachers'Identity of the Normal Students

教师身份认同作为一种内部、深层次因素制约着教师的专业发展。本研究认为,教育实习是师范生实践性课程的关键构成部分,对师范生教师身份认同的建构具有重要影响。实践证明,浙江师范大学2017级师范生经过实习,师范生的教师身份认同总体及各分维度水平都较实习前有所提升。但在实习学校类型、实习期间上课次数、实习期间反思频率、实践与实习指导教师交流次数、与高校带队教师交流次数、与学生交流次数、与同学交流次数、授课纪律等变量上存在差异。进一步的分析研究发现,实习前后教师身份认同总水平及各维度分水平的变化受到师范生个人层面以及学校层面的影响。据此,本文提出构建多功能、信息化的教育实习平台,基于“量”与“质”的双重考量遴选教育实习基地,增设系列化、实践导向的教师教育课程等建议以改善教育实习工作。

As an internal and deep factor,teacher identity restricts teachers'professional development.This study argues that educational practice is a key component of the practical curriculum of normal university students,and has a significant impact on the construction of teacher identity of normal university students.It has been proved by practice that the teacher identity of 2017 normal students in Zhejiang Normal University has been improved in general and in all dimensions compared with before the internship.However,there are differences in the type of school,the number of classes during the internship,the frequency of reflection during the internship,the frequency of communication between the practice and the practice instructor,the frequency of communication with the leading teachers in colleges and universities,the frequency of communication with students,the frequency of communication with classmates,teaching discipline and other variables.Further analysis shows that the changes of the overall level of teacher identity and the sub-levels of each dimension before and after the practice are affected by the level of normal university students at the individual level and the school level.Therefore,this paper proposes to construct a multi-functional and information-based educational practice platform,select educational practice bases based on the dual considerations of"quantity"and"quality",and add a series of practice-oriented teacher education courses to improve educational practice.