身份认同视域下公费师范生实习现状与反思

Status and reflection on the educational practice of Public-funded Normal Students under the perspective of identity

在实施高素质教师人才培育计划的背景下,改进公费师范生教育实习环节具有重要的实践价值,但已有研究未深入探讨实习生面临的身份认同问题。以部属师范院校408名公费师范生为对象,综合文献法、访谈法和问卷调查法进行身份认同测量理论建构并调查实习后公费师范生的教师身份认同状况,聚焦实习活动剖析影响教师身份认同的因素。结果发现:教育实习后公费师范生整体教师身份认同水平较好;公费师范生对教师身份具体维度的认同水平存在差异;教师身份认知驱动教师身份行为;教育实习存在影响公费师范生教师身份认同的多个因素。应通过优化教育实习中的教师身份体验、强化教师身份模仿来推动实习生从“学生”到“教师”的身份转变。

With the implementation of High-quality Teachers Training Program,it's vital to improve the teacher practice of Public-funded Normal Students from the practical point of view.However,previous literature has not discussed the problems of identity that they face with in internship.This study considered 408 Public-funded Normal Students of normal universities affiliated to the ministry of education as the object,formulated the method of identity measurement and investigated the identity status of them based on literature review,interview and questionnaire,focusing on teacher practice to point out the factors influencing identity in teacher practice.The findings are as follows:the overall identity level of Public-funded Normal Students after teacher practice is good;there are differences between their identity level at specific dimensions;teacher identity cognition drives teacher identity behaviors;there are multiple factors of teacher practice influencing teacher identity of Public-funded Normal Students.We should optimize the experience of teacher identity and strengthen the the imitation of teacher identity in teacher practice to achieve the identity change of interns from student to teacher.