实习初期教师职业认同的发展轨迹及其与主动性人格的关系:一项追踪研究

The Developmental Trajectory of Student Teachers’Professional Identity in the Early Stages of Teaching Practice and its Relationship with Proactive Personality:A Longitudinal Study

采用主动性人格量表、工作绩效量表、人际关系量表、教师职业认同量表对385名实习教师从其实习第一周起连续追踪测量五周,利用多层线性模型探讨实习初期教师职业认同的发展轨迹,以及主动性人格对教师职业认同的影响及其机制。结果表明:(1)实习初期教师职业认同呈先高后低再升高的U型非线性发展趋势;(2)工作绩效和人际关系在主动性人格与教师职业认同之间起部分中介作用,且工作绩效的中介效应显著大于人际关系的中介效应。研究结果不仅揭示了实习初期教师职业认同的动态发展轨迹,同时还揭示了主动性人格影响教师职业认同的中介机制,对提升教师培养质量具有重要的参考价值。

A total of 385 student teachers were recruited to complete a survey measuring proactive personality,work performance,interpersonal relationship and professional identity over a period of five weeks from the first week of their educational practice,and hierarchical linear modelling was used to analyze the developmental trajectory of student teachers’professional identity in the early stages of teaching practice and the mediating mechanisms of work performance and interpersonal relationship in the relationship between proactive personality and student teachers’professional identity.The results show that:(1)professional identity shows a U-like developmental trajectory as it first decreases and then increases over time;and(2)work performance and interpersonal relationship partly mediate the relationship between proactive personality and professional identity in student teachers.However,the mediating effect of work performance is much stronger than that of interpersonal relationship.This study has demonstrated the dynamic developmental trajectory of student teachers’professional identity in the early stages of teaching practice and the mediating mechanisms of work performance and interpersonal relationship in the relationship between professional identity and proactive personality.