实习期间的师徒关系对师范生自我效能感的影响研究  

A Study of the Mentoring Relationship’s Impact on Student Teachers’Sense of Self-efficacy

作　　者：曲霞[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教师教育研究》2013年第4期62-67,19,共7页Teacher Education Research

基　　金：教育部人文社会科学研究规划基金项目(10YJA880017);顾明远教育发展基金资助项目(2013005)

摘　　要：本研究以案例形式呈现了四种实习生与指导教师师徒关系类型,发现任何关系类型下,实习生的一般教育效能感在实习后都呈下降趋势,在个人教学效能感的提升上,合模式和谐作用最大,疏离式和谐和投契式和谐次之,区隔式和谐作用最小。指导教师能否帮助实习生由衷认可其成功体验、满足其当前学习需要是导致不同关系类型下实习生个人教学效能感差异的主要原因,应把切实加强实习指导作为改进教育实习的首要工作。This paper presents four cases of mentoring relationship. Regardless the type of relationship, these four student teachers ＇ general teaching efficacy declined after the field experience. However, in promoting the personal efficacy, the meeting-role harmony is the best mode, the alienation-harmony and congenially-harmony followed, segmentation-harmony minimum. Helping student teachers convinced of their own success and meeting their learning needs are main reasons of in- fluencing their personal teaching efficacy. As a conclusion, effectively strengthening the mentoring program is foremost for improving teaching practice.

关 键 词：师徒关系 一般教育效能感 个人教学效能感 教育实习 

分 类 号：G443[哲学宗教—心理学]