公费与非公费体育师范生教师职业认同与学习投入的比较研究

A Comparative Study on Professional Identity and Learning Engagement of Public and Non-Public Physical Education Teacher Candidates

师范生的教师职业认同和学习投入直接影响其学业成就和将来职业发展。为了解和比较体育教育专业公费师范生和非公费师范生的职业认同和学习投入状况,本文选用《职前体育教师职业认同问卷》和《学习投入量表》进行调查,某师范学院体育教育专业共497名学生(公费生169名,非公费生328名;男生412名,女生85名)参与研究。结果显示:体育教育专业大学生教师职业认同的整体水平处于中等偏高状况,但各分维度得分不均衡,其中价值与期望认同维度最高;学习投入的整体水平也中等略高,但得分也不均衡,其中奉献维度最高,活力维度最低;方差分析结果显示,公费生在总体职业认同和学习投入以及各分维度上均低于非公费生(ps<0.05),但差异幅度较小;体育教育专业学生的职业认同与学习投入呈显著正相关(r=0.716,p<0.01),职业认同越高的学生学习投入水平也越高,验证了职业认同与学习投入的密切关系,提示可通过增强学生对体育教师职业的认同感来促进其学习投入。

The professional identity and learning engagement of teacher candidates have a direct impact on their academic achievements and future career development.To understand and compare the professional identity and learning engagement of public-funded and non-public-funded physical education teacher candidates,we conducted a survey using the"Pre-service Physical Education Teacher Professional Identity Questionnaire"and the"Learning Engagement Scale"among 497 students majoring in physical education at a teacher training college(169 public-funded students and 328 non-public-funded students;412 male students and 85 female students).The results indicate that the overall level of professional identity among physical education majors is moderately high,but the scores vary across different dimensions,with the dimension of value and expectation identification being the highest.The overall level of learning engagement is also moderately high,but the scores are uneven across dimensions,with the dimension of dedication being the highest and vitality being the lowest.The analysis of variance shows that public-funded students have lower scores than non-public-funded students in overall professional identity,learning engagement,and various dimensions(ps<0.05),although the differences are relatively small.There is a significant positive correlation between professional identity and learning engagement among physical education majors(r=0.716,p<0.01),indicating that students with higher professional identity have higher levels of learning engagement.This finding confirms the close relationship between professional identity and learning engagement,highlighting the need to enhance students'sense of identity in the physical education teaching profession and promote their learning engagement.