实习园所指导教师支持对学前教育专业师范生职业认同的影响  

The Effect of Mentor Support on Professional Identity of Students Majored in Early Childhood Education

作　　者：李晓慧 余璐[1] Li Xiaohui;Yu Lu(Faculty of Education,Southwest University,Chongqing,400715;Experimental Kindergarten of Laiwuf Jinan,271100)

机构地区：[1]西南大学教育学部,重庆400715 [2]济南莱芜实验幼儿园,济南271100

出　　处：《幼儿教育（教育科学）》2020年第12期12-17,共6页Early Childhood Education(Educational Sciences)

基　　金：教育部人文社会科学研究青年基金项目“乡镇流动儿童学习品质发展的动态监测研究”的研究成果之一,项目批准号:18YJC880112。

摘　　要：本研究以263名已完成教育实习的学前教育专业师范生为研究对象,采用问卷调查法考察实习园所指导教师支持、学前教育专业师范生职业认同情况以及两者之间的关系。结果显示,实习园所指导教师支持处于中等偏上水平,其中情感支持维度得分最高,能力支持维度得分最低;学前教育专业师范生职业认同处于中等偏上水平,其中内在价值认同维度得分最高,外在价值认同维度得分最低;实习园所指导教师支持与学前教育专业师范生职业认同呈显著正相关,其中能力支持对学前教育专业师范生职业认同具有显著正向预测作用。研究者据此提出相关建议。Taking 263 students majored in early childhood education who have finished their practicum in kindergarten as research subjects and using questionnaire as research method,this paper explores mentor support and their professional identity,and the relationship between them.The results show that mentor support is above the average level,the emotional support dimension obtaining the highest score and ability support the lowest;students’professional identity is above average level,internal value identification obtaining the highest score and external value identification the lowest;mentor support has significant positive correlation with students'professional identity,and ability support has significant positive predictive effect on students’professional identity.Suggestions are provided.

关 键 词：实习园所指导教师支持 职业认同 学前教育专业 师范生 影响 

分 类 号：G615[文化科学—学前教育学]