师范教育与教师职后工作绩效:影响机制及教龄异质性

The Relation Between Normal Education and Teachers Job Performance:Impact Mechanism and Heterogeneity of Teaching Age

师范教育是我国职前教师教育的主体,直接关系到高质量教育体系建设成败,然而理论界和实践领域却始终质疑师范教育的效果。本研究立足教师职后工作绩效视角来反观师范教育成效,考察师范教育对教师职业生涯的长期影响,以进一步阐明教师职前培养与职后发展的内在关联和作用机制。通过对江苏省2372名师范专业毕业教师的问卷调查,发现师范教育对教师职后工作绩效具有显著影响,职业认同和专业能动性在师范教育对工作绩效的影响中发挥了重要中介作用。不同教龄段教师在师范教育评价、职业认同、专业能动性和工作绩效上均存在显著性差异,且教龄15年以上整体高于教龄15年以下教师。师范教育对教师工作绩效的直接影响在教师职业生涯早期不显著,但随着教龄增加和经验累积,到职业中后期逐步表现出显著性。已有对师范教育的批评多基于单源性、直接性和阶段性影响,因此我们需要从整合角度对师范教育的效用进行审视,才能避免简单得出师范教育无用或低效的结论。

Normal education(NE)is the main body of pre-service teacher education in China,which is directly related to the construction of high-quality education system.However,there are doubts about the effectiveness of NE in both theoretical and practical fields.This study aims to examine the effectiveness of NE from teachers job performance and elucidate the internal relationship between teachers pre-service training and post-service development.Through a survey of 2372 teachers with NE background in Jiangsu province,it was found that NE has significant impact on teachers job performance,and professional identity and agency play an important mediating role in it.There are significant differences in NE evaluation,professional identity,agency,and job performance among different age groups.Teachers with teaching age of more than 15 years generally score higher than those less than 15 years.The direct impact of NE on job performance is not significant in early career stage,but gradually turns significant in the later career stage.Many criticisms of NE were based on single,direct,and phased influences.Therefore,an integrated perspective is needed so as to avoid simply concluding that NE is useless or inefficient.