教育实践对师范生职业情感发展影响研究  

Research on the Impact of Educational Practice on the Development of Vocational Emotions of Pre-service Teachers

作　　者：杨慧[1] 黄俊[1] YANG Hui;HUANG Jun(Taizhou College,Nanjing Normal University,Taizhou Jiangsu 225300,China)

机构地区：[1]南京师范大学泰州学院,江苏泰州225300

出　　处：《河北大学成人教育学院学报》2024年第3期37-43,共7页Journal of Adult Education College of Hebei University

基　　金：江苏省教育科学“十四五”规划课题“‘新文科’建设视野下师范生素养养成教育路径探究”(编号:D/2021/01/52);校师范生核心素养养成教育研究团队(编号:22103022YS02);校教改项目(编号:2023JG12011)。

摘　　要：师范生职业情感是其职业发展的动力,在师范生专业成长过程中,教育实践是一个关键节点,教育实践究竟能否在强化师范生职业情感上起到积极作用是个值得探讨的研究课题。选取某校师范专业大三参加教育实践的学生为研究对象,在教育实践前后分别施测,对比职业情感变化具有研究意义。研究发现,教育实践对师范生职业认同不具有显著影响,对师范生学习投入和职业决策自我效能有显著影响。最后,结合高校师范生教育实践经验提供了优化改进建议。Vocational emotions of Pre-service Teachers are the driving force for their career development.In the process of their professional growth,educational practice is a key node.Whether educational practice can play a positive role in strengthening vocational emotions of Pre-service Teachers is a research topic worth exploring.This study selected students from a university’s third year who participated in educational practice as research subjects,and tested them before and after educational practice to compare changes in professional emotions.Research has found that educational practice does not have a significant impact on the professional identity of normal school students,but has a significant impact on their learning engagement and career decision-making self-efficacy.Finally,based on the educational practice of normal school students,some optimization and improvement suggestions were provided.

关 键 词：师范生 教育实践 职业情感 

分 类 号：G657[文化科学—教育学]