综合性大学师范生教师职业认同现状研究--基于S大学的实证分析  

Research on the Status Quo of Teachers’Professional Identity of Normal College Students in Comprehensive Universities:An Empirical Analysis Based on S University

作　　者：张佳伟 李莹 陆丽 Zhang Jiawei;Li Ying;Lu Li

机构地区：[1]苏州大学师范学院,江苏苏州215000 [2]苏州大学教育学院,江苏苏州215000 [3]苏州大学教务部,江苏苏州215000

出　　处：《江苏高教》2021年第11期67-72,共6页Jiangsu Higher Education

基　　金：苏州大学2019年度高等教育教改研究课题“综合性大学开展教师教育的体制机制探索研究”(5731501920)。

摘　　要：为探讨综合性大学师范生教师职业认同现状及影响因素,采用改编的综合性大学师范生教师职业认同感量表对S大学的783名师范生进行调查。结果显示:S大学师范生教师职业认同处于中等偏上水平;师范生教师职业认同水平在性别变量及专业变量上均存在显著性差异;影响S大学师范生教师职业认同水平的因素主要来自于个人、家庭及学校三个层面。根据研究结果,为提高综合性大学师范生教师职业认同水平提出如下建议:统筹管理规划,完善师范生培养体系;优化课程设置,增强师范生技能实践;落实相关政策,促进师范生专业发展。In order to explore the status quo and influencing factors of teachers’professional identity of normal college students in a comprehensive university,783 normal college students from S university were investigated by using an adapted"Teachers’Professional Identity Scale for Normal College Students in Comprehensive Universities".The results show that the teachers’professional identity of normal college students is above the average level;there are significant differences in gender variables and professional variables in the level of professional identity of normal college students.The factors that influence the teachers’professional identity level of normal college students mainly come from three aspects:individual,family and school.According to the research results,the following suggestions are proposed to improve the teachers’professional identity level of normal college students in comprehensive universities:make overall management planning and improve the training system of normal college students;optimize the curriculum setting and enhance the skill practice of normal college students;implement relevant policies to promote the professional development of normal college students.

关 键 词：综合性大学 师范生 教师职业认同 教师专业发展 

分 类 号：G647[文化科学—高等教育学]