为何从教:公费师范生与非公费师范生从教动机的多组潜类别分析  

Why Teach: A Multi-group Latent Class Analysis of Government-Funded Student Teachers’ and Non-Government-Funded Student Teachers’ Motivation to Teach

作　　者：刘伟[1,2] 李琼 LIU Wei;LI Qiong(Guizhou Normal University,Guiyang550025;Beijing Normal University,Bejing 100875;Academy of Plateau Science and Sustainability,People’s Government of Qinghai Province&Beijing Normal University,Xining 810008)

机构地区：[1]贵州师范大学心理学院,贵州贵阳550025 [2]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《中国高教研究》2022年第10期61-67,共7页China Higher Education Research

基　　金：教育部人文社会科学重点研究基地2019年度重大项目“中国教师教育质量的评价体系研究”(19JJD880001)的研究成果。

摘　　要：为探索公费和非公费师范生从教意愿和从教动机的差异与影响,对某部属师范大学大四师范生进行整群抽样,收回446份公费和406份非公费师范生有效数据。结果发现,公费师范生愿意从教的人数比例显著高于非公费师范生。多组潜类别分析发现两组师范生都有四种从教动机类别,其中能力与热爱驱动型、热爱与榜样驱动型和追求稳定型相同,被迫履约型与理想驱动型分别是公费师范生与非公费师范生特有类型。不同从教动机类别师范生的教师职业认同和教师效能感差异显著。研究结果对于增强师范生从教动机和从教意愿具有重要意义。To explore the differences and effects of willingness and motivation to teach between governmentfunded and non-government-funded student teachers, a whole cohort sample was conducted on the fourth-year student teachers at a ministerial normal university, and valid data were collected including 446 government-funded and 406 non-government-funded student teachers. The results found that the proportion of government-funded student teachers willing to teach was significantly higher than that of non-government-funded student teachers. A multiple-group latent class analysis revealed that both groups of student teachers had four types of motivation to teach, of which three were identical: ability and love-driven, love and role model-driven and stability-seeking,while government-funded student teachers had the forced compliance pattern and non-government-funded student teachers had the ideal-driven pattern. There were significant differences in teacher identity and teacher efficacy among different motivation patterns. Finally, implications for enhancing student teachers’ motivation and willingness to teach were discussed.

关 键 词：公费师范生 从教动机 教师职业认同 教师效能感 

分 类 号：G655.5[文化科学—教育学]