摘要
本研究以733名免费师范生为被试,采用问卷测量法,考察了免费师范生感知到的教师支持及其不同类型支持对教学效能感、教师职业认同的作用机制。结果发现:(1)免费师范生的教师支持感、教学效能感和教师职业认同的总体水平较高,在内部不同维度水平上差异显著,并在教学效能感和教师职业认同的不同维度上受年级、性别等因素影响。(2)教师的心理支持、专业支持及其支持的总体水平与免费师范生的教学效能感、职业认同之间显著正相关,教学效能感分别在心理支持与职业认同之间、专业支持与职业认同之间起部分中介作用。本研究围绕这些结果进行了讨论,提出了相应的建议和对策。
This study,by using a questionnaire to test 733 college students receiving free normal education,aims to explore teachers＇ support they perceived,as well as the effects of its different types on their self-efficacy in teaching and professional identity. The results show the following：（ 1） In general,the college students showed a higher level of teachers＇ support,self-efficacy in teaching,and professional identity; there was a significant difference in the internal indicators,and the indicators for their self-efficacy in teaching and professional identity were affected by their academic years,gender,and other factors; and（ 2） there was a significantly positive correlation between their teachers＇ psychological support and specialized support and their self-efficacy in teaching and professional identity; their self-efficacy in teaching partially mediated between their teachers＇ psychological support and their professional identity,and between their teachers＇ specialized support and their professional identity. In conclusion,this study discussed these results,and offered proposals and strategies.
出处
《中国特殊教育》
CSSCI
北大核心
2016年第5期75-82,共8页
Chinese Journal of Special Education
基金
2012年度全国教育科学规划教育部青年课题"免费师范生教师职业认同发展的影响机制与促进研究"(项目编号:EBA120327)
关键词
职业认同
教学效能感
教师支持
师范生
职前教师
professional identity
self-efficacy in teaching
teachers’ support
normal university student
pre-service teacher
