教育实习何以影响非公费师范生的从教意愿?——基于实习关键事件的分析  

How does Educational Practice Affect Non-Publicly Funded Pre-Service TeachersWillingness to Teach:Based on the Analysis of Key Events in the Internship

作　　者：公伟美 于川 饶斌 GONG Weimei;YU Chuan;RAO Bin(School of Education,Hebei Normal University,Shijiazhuang,Hebei,050024,P.R.China;School of Education Science,South China Normal University,Shanwei,Guangdong,516622,P.R.China)

机构地区：[1]河北师范大学教育学院,河北石家庄050024 [2]华南师范大学教育科学学院,广东汕尾516622

出　　处：《广东第二师范学院学报》2025年第2期28-42,共15页Journal of Guangdong University of Education

基　　金：河北省社会科学基金项目“乡村教师虚拟共同体运行机制分类研究”(HB23JY040)。

摘　　要：教育实习是师范生从学生走向教师的过渡性身份转换阶段,在此期间经历的关键事件会影响其从教选择。聚焦教育实践场域中的实习关键事件,选取21位非公费师范生作为访谈对象,并收集其反思日记与实习手册,对文本资料进行三级编码,基于自我认同和他人认同两个维度构建实习师范生从教意愿的四象限模型,发现非公费师范生在教育实习期间的从教意愿有积极投入型、被动维持型、消极退缩型和主动调适型四类。实习关键事件分别通过自我认同和他人认同的强弱博弈对师范生的从教意愿产生积极或消极影响,在此过程中师范生会将理想自我与现实自我进行比较,从而在自我反思的基础上做出是否从教的初步判断和抉择。除积极投入型和消极退缩型外,被动维持型和主动调适型师范生的从教意愿具有明显不稳定性。实习关键事件对师范生从教意愿的作用实质是内外因的协同演化,因此在具体的实践中,应根据不同的从教意愿类型,有针对性地增强非公费师范生的从教意愿。Education practice is a transitional stage of identity transformation from student to teacher,during which the key events affect their career decisions.Focusing on internship key events during the education practice,21 non-publicly funded pre-service teachers were selected as interview participants,their reflection diaries and internship manuals were collected,and the text data were encoded at three levels.A four-quadrant model of pre-service teacherswillingness to teach was constructed with the help of two dimensions of self-identity and othersidentification.It is found that there are four types of teaching willingness of non-publicly funded pre-service teachers during the educational practice:active involvement,passive maintenance,negative withdrawal and active adjustment.The key events of the internship have either a positive or negative impact on pre-service teacherswillingness to teach through the strong and weak game of self-identification and othersidentification respectively.In this process,pre-service teachers will compare the ideal self with the real self,so as to make a preliminary judgment and choice on whether to teach or not on the basis of self-reflection.In addition to the active involvement type and the passive withdrawal type,the passive maintenance type and the active adjustment type of pre-service teachers have obvious instability in their willingness to teach.The effect of internship key events on the teaching intention of pre-service teachers is essentially the co-evolution of internal and external factors,so in concrete practice,according to different types of teaching intention,it is necessary to strengthen the teaching intention of non-publicly funded pre-service teachers.

关 键 词：非公费师范生 教育实习 关键事件 从教意愿 自我认同 他人认同 

分 类 号：G65[文化科学—教育学]