教育实习态度对学前教育师范生职业认同的影响研究

学前教育师范生作为幼儿园教师的预备主力，其职业认同课题毋庸置疑深刻影响到我国幼儿园教师队伍的建设。研究证实师范生的职业认同受到教育实习的重要影响，因此本研究以教育实习态度对学前教育师范生职业认同的影响为研究目的，通过对152名井冈山大学学前教育专业的师范生开展问卷调查，用数据分析的方式研析教育实习态度与职业认同二者之间存在的关系和影响。结果表明：学前教育师范生的教育实习态度与职业认同存在显著性正相关（p<0.05）且为中度相关（r=0.792，0.5≤r<0.8）；教育实习态度可以有效预测学前教育师范生的职业认同，并且可建立如下回归方程：职业认同分数=0.984+0.751×教育实习态度分数。根据对研究结果的讨论与分析，本研究从高校、实习指导教师、实习幼儿园和师范生四个方面对优化教育实习提出建议，帮助提高师范生的职业认同。如高校合理安排实习时间、丰富师范生的实习形式，指导师范生做好实习准备；实习指导教师参与培训提升自身职业素养，实习期结束后对师范生进行全面系统的评价和改进建议；幼儿园改善实习的物质、人际与制度环境；师范生个体做好心理调适与实习规划等。

關鍵字

教育实习态度；师范生；职业认同

並列摘要

As the main primary force of preschool teachers, the subject of occupational identity of preschool student teachers undoubtedly has a profound impact on the construction of China's preschool teaching force. The studies confirmed that student teachers' occupational identity is significantly influenced by educational internships, therefore, this study aims to investigate the influence of education internship attitude on preschool student teachers' occupational identity by conducting a questionnaire survey on 152 preschool student teachers from Jinggangshan University and analyzing the relationship and influence between education internship attitude and occupational identity by means of data analysis. The results showed that there were a significant direct correlation (p<0.05) and a moderate correlation (r=0.792, 0.5≤r<0.8) between preschool student teachers' attitudes toward educational internship and occupational identity; attitude toward educational internship can effectively predict preschool student teachers' occupational identity, and the following regression equation can be established: occupational identity score = 0.984 + 0.751 × attitude toward educational internship score. Based on the discussion and analysis of the research results, this study proposes suggestions for optimizing educational internships from four aspects: universities, internship supervisors, internship kindergartens and student teachers, to help improve the occupational identity of student teachers. For example, universities should arrange the internship time reasonably, enrich the forms of internship for student teachers and guide student teachers to prepare for the internship; internship supervisors should participate in training to improve their professionalism and make comprehensive and systematic evaluation and improvement suggestions for student teachers after the internship period; kindergartens should improve the physical, interpersonal and institutional environment of the internship; and student teachers should make good psychological adjustment and internship planning individually.

並列關鍵字

Education internship attitude ； Student teacher ； Occupational identity

參考文獻

And M , Anderson M A . Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher[J]. Science Education, 1998.

Samuel M , Stephens D . Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers[J]. International Journal of Educational Research, 2000, 33(5):475-491.

Smith J C & R . Active location in teachers' construction of their professional identities[J]. Journal of Curriculum Studies, 1999.

Sugrue, Ciaran. Student Teachers' Lay Theories and Teaching Identities: their implications for professional development[J]. European Journal of Teacher Education, 1997, 20(3):213-225.

Reio T G . Emotions as a lens to explore teacher identity and change: A commentary[J]. Teaching and Teacher Education, 2005, 21(8):985-993.

主題瀏覽