特教和学前专业公费定向师范生的专业认同  

Professional Identity of Government-sponsored Normal University Students Majoring in Special Education and Preschool Profession

作　　者：施茵茹 徐妙霞 SHI Yin-ru;XU Miao-xia(School of Educational Sciences,Lingnan Normal University,Zhanjiang,Guangdong 524048,China;Department of Intelligence Training,Xingning Special Education School,Meizhou,Guangdong 514500,China)

机构地区：[1]岭南师范学院教育科学学院,广东湛江524048 [2]梅州兴宁市特殊教育学校培智部,广东梅州514500

出　　处：《教育教学论坛》2025年第11期17-20,共4页Education And Teaching Forum

基　　金：2023年度岭南师范学院校级教育教学改革项目“应用型人才培养导向下的高校特殊教育专业教学改革研究”(岭师教务[2023]85号)。

摘　　要：为了解师范院校培养公费定向师范生的实际情况,采用半结构访谈对广东省某师范院校的特殊教育与学前教育专业公费定向师范生进行了调查,旨在了解其专业认同程度、专业认同过程及影响专业认同的因素。结果显示,研究对象初始选择专业的动机来自个人因素,所选专业的预期与实况基本相符,对政府设立公费定向制度呈现积极态度,以及特教和学前的专业认同基本一致且持续增强。因此,在培养特教和学前公费定向师范生方面提出三条建议,以供个人、学校和相关部门参考。This study investigates the training of government-sponsored normal university students specializing in special and preschool education at a normal colleges in Guangdong Province.Using semi-structured interviews,the research explores the students’degree of professional identity,the development process of this identity,and the factors influencing it.The results show that the primary motivation for choosing their majors is mostly from personal reasons.The expectations of their chosen majors are consistent with reality,and there is a general positive attitude towards the government-sponsored and targeted allocation.Both special and preschool education students exhibit a consistent and strengthening professional identity.Thus,there are three recommendations are proposed for the training of special education and preschool education government-sponsored normal university students at the level of individuals,schools,and relevant departments.

关 键 词：公费定向师范生 专业认同 特殊教育专业 学前教育专业 

分 类 号：G655[文化科学—教育学]