实习支教大学生学校支持感、教师胜任力对其职业认同感的影响研究

发布时间：2018-01-05 02:20

本文关键词：实习支教大学生学校支持感、教师胜任力对其职业认同感的影响研究　出处：《聊城大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,教师教育专业大学生的教师职业认同感引起了人们越来越广泛的关注。教育对于国家政治经济的影响,通过人才来间接影响。人才的培养又离不开人民教师的付出,教师教育专业大学生作为未来教师队伍的后备力量,尤为重要。实习支教实践活动是促进该专业大学生将教学知识转化为教学能力的一种有效方式,是提高该专业大学生教学能力的有效途径。因此,对参加实习支教大学生的职业认同感的研究是十分必要的。本研究旨在了解实习支教大学生的学校支持感、教师胜任力对其职业认同感的影响机制。使用《师范生职业认同感量表》、《教师胜任力自评量表》和修订后的《组织支持感问卷》,对500名聊城大学2013级教师教育专业参加实习支教的大学生进行问卷调查。对调查结果运用方差分析、T检验、相关分析、结构方程等方法进行统计分析,以期了解实习支教大学生职业认同感的现状,分析职业认同感的差异,考察学校支持感、教师胜任力和职业认同感三者之间的关系。研究结论如下:1.实习支教大学生的职业认同感、学校支持感和教师胜任力均处于中等偏上水平。2.实习学校所在地对职业认同感的职业效能维度的影响达到显著性水平,但实习学校所在地在职业认同感的职业价值、职业意志、职业意愿维度上均不存在显著差异。而性别、实习学校类别、实习任教学科对职业认同感的影响均不显著。3.学校支持感、教师胜任力和教师职业认同感之间正相关显著。4.学校支持感对职业认同感的直接效应不显著;学校支持感通过直接影响教师胜任力进而间接影响职业认同感,即教师胜任力起到完全中介作用。实习支教大学生学校支持感的提升可以提高其教师胜任力水平,进而增强他们的教师职业认同感。
[Abstract]:In recent years, the professional identity of teachers of college students majoring in teacher education has attracted more and more attention. Through the indirect influence of talents, the cultivation of talents can not be separated from the efforts of the people's teachers. The college students majoring in teacher education are the reserve force of the teachers in the future. Practice practice is an effective way to promote the students' teaching knowledge into teaching ability, and it is also an effective way to improve the teaching ability of the college students. It is necessary to study the professional identity of the students who take part in the internship and teaching. The purpose of this study is to understand the sense of school support of the students. The influence mechanism of teachers' competence on their professional identity. The teachers' professional identity scale, teacher competency self-rating scale and the revised organizational support questionnaire were used. A questionnaire survey was conducted among 500 college students majoring in teacher education in 2013 in Liaocheng University. The results were tested by ANOVA T test and correlation analysis. In order to understand the status quo of professional identity, analyze the difference of professional identity, and investigate the sense of school support, structural equation and other methods are used to analyze the status quo of college students' professional identity. The relationship between teacher competence and professional identity. The conclusion of the study is as follows: 1. Practice supports college students' professional identity. School support and teacher competence are in the upper middle level. 2. The impact of the location of the internship school on the vocational identity of the professional efficacy dimension reached a significant level. However, there is no significant difference in the vocational value, professional will and career will of the place where the internship school is located. However, there is no significant difference in the dimensions of the occupational identity, and the gender, the type of the internship school. The influence of internship teaching discipline on professional identity is not significant. 3. School support sense. There is a significant positive correlation between teachers' competence and teachers' professional identity. 4. The direct effect of school support on professional identity is not significant; School support directly affects teachers' competence and then indirectly affects professional identity. That is to say, teachers' competence plays a complete intermediary role, and the promotion of college students' sense of school support can improve their teachers' competence level and further enhance their teachers' professional identity.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444;G655.5

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