教育实习对师范生职业发展的影响:基于典型个案的质性研究  

The Influence of Teaching Practice on Pre-service Teachers' Professional Development: A Qualitative Study

作　　者：张晓辉[1] 闾邱意淳[1] 赵宏玉[1] 齐婷婷[1] 李庆安[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《教师教育研究》2015年第6期52-58,共7页Teacher Education Research

基　　金：全国教育科学规划教育部青年课题(EBA120327)

摘　　要：本研究采用典型个案抽样法,以教育实习成绩优秀的免费师范生为研究对象,采用协商一致的质性研究方法,分析了教育实习对师范生职业发展的影响。结果表明,教育实习对师范生的职业发展总体上具有积极影响,这种影响可分为"影响效果"和"影响途径"两个域,其中"影响效果"通过"情感评价"和"从教信念"两个类得以体现,"影响途径"通过"工作特征"和"重要他人"两个类得以体现。本研究围绕各个域和类进行分析,发现教育实习对师范生职业发展的影响主要体现为:师范生得到了实习指导教师等重要他人的社会支持,提升了对教师职业的认同感,进而促进了对教师职业的承诺。文章对此进行了讨论,并对师范生培养提出了相应的建议。The study adopted typical-case-sampling method to select pre-service teachers with excellent internship performances,and used the Consensual Qualitative Research（ CQR） approach to analyze the influence of teaching practice on preservice teachers＇ professional development. The results showed that the teaching practice had an overall positive influence on pre-service teachers＇ professional development. Further,the influence can be analyzed in two domains： ＂effect＂and＂factor＂. The domain ＂effect＂consists of categories： ＂emotional evaluation＂and ＂beliefs in teaching profession＂. The ＂factor＂domain consists of two categories： ＂professional characteristic＂and＂important others＂. This study analyzed the meanings and interactions of these domains and categories,and found that the influence mechanism of teaching practice on preservice teachers＇ professional development,the influence mechanism was that pre-service obtained social support from important others,improved the sense of identity of teacher profession,and then promoted their professional commitment. This study discussed these results and pointed out some suggestions accordingly.

关 键 词：职业发展 职业承诺 职业认同 社会支持 教育实习 师范生 

分 类 号：G659.21[文化科学—教育学]