师范生教师职业认同的内在结构与特点  

Inner Structure and Features of Teacher Professional Identity for Normal Universtity Students

作　　者：马红宇[1] 蔡宇轩[2] 唐汉瑛[1] 吴伦敦[3] 李凯[2] 周宗奎[1] 

机构地区：[1]青少年网络心理与行为教育部重点实验室,湖北武汉430079 [2]华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室,湖北武汉430079 [3]华中师范大学教师教育学院,湖北武汉430079

出　　处：《教师教育研究》2013年第1期49-54,共6页Teacher Education Research

基　　金：全国教育科学规划十一五国家一般课题(BBA090066);华中师范大学国家教师教育创新平台理论创新研究项目(985ZB0303);华中师范大学中央高校基本科研业务费重大培育项目(CCNU11C01005-04);留学回国启动基金项目"中学教师胜任特征测评系统的开发及应用"(2011)

摘　　要：运用文献分析、访谈、问卷等方法对师范生教师职业认同的内在结构与特点进行了探讨,并对220名和941名师范生先后进行问卷施测。结果表明,所开发的师范生教师职业认同量表信效度较高,师范生教师职业认同包含职业价值认同、职业发展意愿和职业准备行为3个因子,职业发展意愿在职业价值认同和职业准备行为之间起部分中介作用;所学专业和入学动机对师范生的教师职业认同存在显著影响;所学专业为主课的学生,其教师职业认同显著高于其他专业的学生;以个人特性为入学动机的师范生,其教师职业认同显著高于其他学生。With the methods of literature analysis, interview and questionaire, the inner structure and features of teacher professional identity for normal unviersity students （TPINUS） were studied, and 220 and 941 normal unviersity students were investigated successively. The results showed that the Scale of Teacher Professional Identity for Normal Unviersity Students has good reliability and validity. TPINUS contains professional role identity （PRI）, professional development wills （PDW） and professional preparation behavior （PPB）. PDW partially mediates the relation between PRI and PPB. Besides, normal students＇ majors and enrollment motivations have significant influence on their teacher professional identity. The students whose majors are core subjects have higher teachers＇ professional identity than others. The students whose main mo- tivation is personal character have higher professional identity.

关 键 词：师范生 教师职业认同 内在结构 入学动机 

分 类 号：G449[哲学宗教—心理学]