教育实习质量与师范生职业认同的关系:教学效能感的中介作用

The Relationship between the Quality of Educational Internship and the Professional Identity of Normal Students:the Mediating Role of Teaching Efficacy

本文以北京师范大学学前教育专业本科四年级师范生作为研究对象,采用问卷法和访谈法考查师范生职业认同的现状,探讨师范生职业认同与教育实习质量、教学效能感的关系。研究结果显示:总体来看,师范生职业认同程度较好,公费师范生职业认同得分显著高于普通师范生;教育实习质量与师范生职业认同之间有较强的相关,教学效能感在教育实习质量和师范生职业认同之间起完全中介作用。本研究结果为进一步完善师范生的实习工作提供借鉴。

Taking undergraduate students from the pre-school education major of Beijing Normal University as the research object,the questionnaire method and interview method are used to investigate the status quo of professional identity of normal school students,and to explore the relationship between professional identity and quality of educational practice and teaching efficacy.The study finds that the overal level of professional identity of normal school students is moderately upper level,and the scores of professional identity of tuition-free normal university students are significantly higher than those of ordinary normal students;there is a strong correlation be-tween the quality of educational internship and the professional identity of normal school students,and the sense of teaching efficacy plays a full intermediary role between the quality of educational internship and the profes-sional identity of normal school students.The research results provide references for improving the internship work.