“内心召唤”还是“置身事外”:师范生专业选择动机类型及其影响因素  

“Inner Calling”or“Detachment”?The Motivation Types and Influencing Factors in Student Teachers'Major Choices

作　　者：周深几 吴雨宸 宋萑[1] ZHOU Shenji;WU Yuchen;SONG Huan(Faculy of Education,Beijing Normal University,Bejing 100875,China;Faculty of Education,The Chinese Uninersily of Hong Kong,Hong Kong SAR 999077,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]香港中文大学教育学院,中国香港999077

出　　处：《湖南师范大学教育科学学报》2025年第2期43-53,共11页Journal of Educational Science of Hunan Normal University

基　　金：2024年度北京师范大学中央高校基本科研业务费科研创新人才培育项目“教育强国建设背景下高质量教师队伍建设研究”[1243300004];北京师范大学教育学一流学科培优项目“新时代高质量教师教育体系与质量保障机制建设研究”[YLXKPY-XBTC202203];北京师范大学教育学一流学科培优项目“学术单位规划——基于教师教育数据库建设的高素质专业化创新型教师队伍建设循证理论构建研究”[YLXKPY-XSDW202207]。

摘　　要：包括中国在内的全球教师教育体系都在强调师范生的非学业素质,尤其是从教动机。阿切尔的社会实在论提供了理论框架,以探索师范生选择师范专业时的关切排布,并分析“出身”与人格特征对关切类型的预测效应。研究利用“中国教师培养与专业发展基础数据平台”收集的中部地区10059名师范生的数据,潜剖面分析识别出五种关切类型:“均衡关切型”“理想职业型”“浅度关切型”“内心召唤型”“置身事外型”。多类别Logistic回归分析结果显示,家庭年收入、客体文化资本以及部分人格特征对师范生关切类型具有一定的预测作用。Teacher education systems globally,including China,place emphasis on non-academic attributes of student teachers,specifically their motivation for entering the profession.Archer's realist social theory provides a framework for examining the different configurations of concerns that student teachers hold in choosing teacher education programs.Moreover,the analysis explores whether family background and personality traits predict these configurations.Data was sourced from the Teacher Training and Development Data Platform in central China,involving 10,059 student teachers.The latent profile analysis identified five types of concern:“balanced concerns”,“idealistic career pursuit”,“shallow concerns”,“inner calling”,and“detachment”.The multinomial logistic regression indicates that objectified cultural capital,family annual income,and certain personality traits have predictive effects on the concern types of student teachers.

关 键 词：师范生 动机 家庭背景 人格 社会实在论 

分 类 号：G655[文化科学—教育学]