职业院校教师专业认同的对比研究  

A Comparative Research on Teachers' Professional Identity of Vocational Schools and Colleges

作　　者：童成寿[1] 

机构地区：[1]福建对外经济贸易职业技术学院外语系,福建福州350016

出　　处：《集美大学学报（教育科学版）》2016年第2期12-18,82,共8页Journal of Jimei University：Education Science Edition

基　　金：福建省职教学会2014-2015年度课题"职业院校教师专业认同的实证研究"(FJZJXH2014KT04)

摘　　要：采用量表法对235名中高职教师的专业认同进行对比研究。结果表明:第一,目前在岗职业院校教师整体专业认同水平不高,处于"不确定"和"基本同意"之间的水平上;第二,中职、高职教师专业认同存在差异,特别是在"专业认知"、"专业投入"维度上存在显著性差异;第三,职业院校教师专业认同水平并没有随执教年限增加和职称提升而不断提高。熟手型教师专业认同低于专家型和新手型教师,三种类型的教师专业认同存在显著性差异;第四,职业院校教师专业认同与工作满意度之间、自我效能感与工作满意度之间、职业倦怠与自我效能感之间存在显著正相关,工作满意度对职业院校教师的专业认同具有重要作用;第五,工作满意度直接影响职业院校教师的专业认同,职业倦怠和自我效能感通过工作满意度间接影响职业院校教师的专业认同。Aiming at further understanding about the Teachers＇ Professional Identity of of vocational schools and colleges,scales are applied to 3 researches,which involves with 235 teachers. The result shows that the overall level of their professional identity is comparatively unsatisfactory. There exist identity differences between the vocational schools and the vocational colleges. The teachers＇ professional identity is not developed accordingly as their teaching time and academic titles increase. The professional identity of proficient teachers is much lower than that of novice and expert teachers and there exists significant difference between them. There also exists significant positive correlation between the teachers＇ professional identity and job satisfaction,self- efficacy and job satisfaction,self- efficacy and job burnout. Job satisfaction can directly affect the teachers＇ professional identity,while self-efficacy,job burnout can also indirectly influence the teachers＇ professional identity through job satisfaction.

关 键 词：中高职教师 专业认同 实证研究 

分 类 号：G650[文化科学—教育学]