期刊论文

中文

教师教育研究

1672-5905

2013

25

1

49-54

10.13445/j.cnki.t.e.r.2013.01.013

全国教育科学规划十一五国家一般课题(BBA090066);华中师范大学国家教师教育创新平台理论创新研究项目(985ZB0303);华中师范大学中央高校基本科研业务费重大培育项目(CCNU11C01005-04);留学回国启动基金项目(2011)

本校为第一机构

运用文献分析、访谈、问卷等方法对师范生教师职业认同的内在结构与特点进行了探讨,并对220名和941名师范生先后进行问卷施测.结果表明,所开发的师范生教师职业认同量表信效度较高,师范生教师职业认同包含职业价值认同、职业发展意愿和职业准备行为3个因子,职业发展意愿在职业价值认同和职业准备行为之间起部分中介作用；所学专业和入学动机对师范生的教师职业认同存在显著影响；所学专业为主课的学生,其教师职业认同显著高于其他专业的学生；以个人特性为人学动机的师范生,其教师职业认同显著高于其他学生.

With the methods of literature analysis, interview and questionaire, the inner structure and features of teacher professional identity for normal unviersity students （TPINUS） were studied, and 220 and 941 normal unviersity students were investigated successively. The results showed that the Scale of Teacher Professional Identity for Normal Unviersity Students has good reliability and validity. TPINUS contains professional role identity （PRI）, professional development wills （PDW） and professional preparation behavior （PPB）. PDW partially...