师范院校毕业生教学效能评估研究——基于增值模型的实证证据

Evaluate Teaching Effectiveness of Normal University Graduates:An empirical Study Based on Value-Added Model

近年来综合性大学的毕业生在基础教育教师劳动力市场中越来越受到青睐,这在一定程度上引起公众关于师范院校毕业生教学效能的讨论。本文基于全国代表性的中国教育追踪调查(CEPS)初中生数据和云南省某县2020年初中学生的行政数据,使用增值模型对师范大学毕业的教师和非师范大学毕业的教师的教学效能差异进行了实证检验。研究发现师范大学毕业的教师比非师范大学毕业的教师对学生的考试成绩增值更高。进一步的机制分析表明,师范大学毕业的教师在职业认同感和教学能力上表现更好,职业倦怠感更弱。为了满足日趋多元化的教师队伍建设,本文建议综合性高校或其它非师范院校通过开设教师教育类课程以及提供教育实习的机会来满足具有从教意愿的学生的职业发展需求。

In recent years,graduates from some comprehensive universities have increasingly gained popularity in the teacher job market for K-12 education,which leads to public discussion about the teaching effectiveness of normal university graduates.Based on the nationally representative data on junior high school students from China Education Panel Survey(CEPS)and the administrative data on the first grade middle school students from a county in Yunnan province,this study used an value-added model to empirically examine the difference in teaching effectiveness between teachers graduating from normal and non-normal universities.Results show the universality of the“normal-university educated teacher effect”:teachers graduating from normal university provide higher value added to students than their colleagues who graduated from non-normal universities.A further analysis of the mechanism shows that the teachers who graduated from normal universities perform better in teaching abilities and psychological traits related to education.In order to meet the increasingly diversified teaching team,this study suggests that nonnormal universities should establish specialized courses related to education and provide teaching practice opportunities to meet the professional development needs of students who intend to become future teachers.