何以从师:学前教育师范生从教意愿的类别特征与影响机理

Why They Choose to Teach in Kindergarten:The Characteristics and Influencing Mechanism of the Willingness to Teach among Preschool Education Major Students

学前教育师范生是高素质、善保教师资队伍的储备力量,引导师范生积极从事幼儿园教师工作,对实现“幼有所育”美好期盼、办好人民满意的学前教育有重要意义。立足计划行为理论“信念→知觉→意愿”的框架,采用问卷调查法对1018名本科在读师范生的从教意愿类别特征及其影响因素展开剖析。研究发现:学前教育师范生总体从教意愿不强,长期和复选意愿较弱;在师范类型、学校属性上存在显著组间差异,公费师范生当前从教意愿显著高于非公费师范生,地方院校师范生的总体、当前及复选意愿均显著高于省属师大的师范生;学前教育师范生的职业期望、职业认同、主观规范与从教意愿之间两两显著正相关,且职业认同和主观规范在职业期望与从教意愿之间存在显著的链式中介效应。建议:完善公费师范政策,增强学前教育师范生从教的内生动力;培育幼教家国情怀,坚定学前教育师范生从教的理想信念;涵养专业进取品格,锤炼学前教育师范生从教的职业认知。

Preschool education major students are a reserve of high-quality,well-qualified teachers,and it is important to guide them to actively engage in kindergarten teaching,in order to realise the beautiful expectation of“education for children”and to run a good preschool education to the satisfaction of the people.Based on the core framework of“belief→perception→willingness”of the Theory of Planned Behavior,this study investigated the characteristics of teaching willingness and its influencing factors among 1018 preschool education major students by using questionnaire survey.The study found that preschool education major students’overall willingness to teach was not strong,and long-term and checking-in willingness is weak;There are significant differences between groups in the type of teachers and the attributes of schools.The current teaching willingness of public funded normal university students is significantly higher than that of non-public funded normal university students,and the overall,current and check willingness of local normal university students is significantly higher than that of provincial normal university students.There were two significant positive correlations between the career expectations,identity attitudes,subjective norms and willingness to teach,and there were significant chain mediating effects of identity attitudes and subjective norms between career expectations and willingness to teach.It is recommended to improve the policy of publicly-funded teacher training to enhance the internal motivation of preschool education major students in teaching;to cultivate a sense of family and nation in early childhood education to strengthen the ideal belief of preschool education major students in teaching;to cultivate a professional and enterprising character to refine the professional cognition of preschool education major students in teaching.