职前小学科学教师身份认同现状及建议——基于621名职前小学科学教师的调查研究  

Current Status and Suggestions on the Identity Identification ofPre-service Primary School Science Teachers——An Investigation based on 621 pre-service primary school science teachers

作　　者：黄兴娟 林长春[1] Huang Xing-juan;Lin Chang-chun(Primary Education College,Chongqing Normal University,Chongqing,400700)

机构地区：[1]重庆师范大学初等教育学院,重庆400700

出　　处：《教师教育论坛》2024年第1期39-47,共9页Teacher Education Forum

摘　　要：教师队伍建设的关键之一是教师身份认同问题,而职前阶段恰恰是形成教师身份认同的重要时期,职前小学科学教师身份认同到底情况如何?影响因素又有哪些?本研究通过文献梳理、搭建框架、编制问卷、进行访谈等过程,调查了621名职前小学科学教师的身份认同现状,发现:(1)职前小学科学教师身份认同整体较好,各维度发展不均衡;(2)职前小学科学教师身份认同在专业类别、性别上具有差异(3)个人及环境两方面共同影响职前小学科学教师身份认同。基于研究现状和访谈结果进行归因并从教育部门、高等院校、师范生个体三个层面提出建议。One of the key issues in the construction of the teaching staff is the issue of teacher identity,and the pre-service stage is precisely an important period for forming teacher identity.What is the situation of the identity of pre-service primary school science teachers?What are the influencing factors?This study investigated the identity status of 621 pre-service primary school science teachers through literature review,framework building,questionnaire development,and interviews.It was found that:1.the overall identity of pre-service primary school science teachers is good,with uneven development in various dimensions;2.There are differences in the identity of pre service primary school science teachers in terms of professional categories and gender;3.Both personal and environmental factors jointly affect the identity of pre service primary school science teachers.Based on the research status and interview results,attribution is made and suggestions are made from three levels:education departments,higher education institutions,and individual teacher training students.

关 键 词：职前小学 科学教师 教师身份认同 

分 类 号：G451[文化科学—教育学]