“90后”小学教育专业本科生教师职业认同感调查研究

发布时间：2018-05-07 04:07

本文选题：小学教育专业 + “后”　；参考：《教育研究》2013年03期

【摘要】：教师职业认同感的强弱不仅影响教师的队伍的稳定发展,而且关系到国家的教育事业。从教师职业认同感所涵盖的教师职业认知、职业情感、职业意识、职业期望、职业价值观和职业行为倾向六个维度,对"90后"小学教育专业本科生进行问卷调查,统计结果显示:"90后"小学教育专业本科生教师职业认同感总体水平比其他师范生高;不同年级、性别、地区教师职业认同存在显著差异;教师家庭对"90后"小学教育专业本科生教师职业认同感呈负相关。完善小学教育专业的人才培养模式应着力于提高教师待遇,营造有利于"90后"小学教育专业本科生的环境;注重人文关怀,推进小学教育专业课程改革;共同参与"90后"小学教育专业本科生培养,实现互惠互利。
[Abstract]:The strength of teachers' professional identity not only affects the steady development of teachers, but also relates to the national education. Based on the six dimensions of teachers' professional cognition, professional emotion, professional consciousness, career expectation, professional values and professional behavior tendency, a questionnaire survey was conducted among the "post-90s" primary education undergraduates. The statistical results show that the overall level of professional identity of undergraduate teachers in primary education major after 1990 is higher than that of other normal school students, and there are significant differences among different grades, gender, and regions of teachers' professional identity. Teachers' families have a negative correlation with the professional identity of undergraduates in primary education after 1990. In order to perfect the talent training mode of primary education major, we should focus on improving the treatment of teachers, creating a favorable environment for the undergraduate students of primary school education after 1990, paying attention to humanistic concern and pushing forward the curriculum reform of primary education specialty. Participate in the "90's" primary education undergraduate training, to achieve mutual benefit.
【作者单位】：温州大学教师教育学院;
【分类号】：G62-4;G652

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