教育实习生专业认同调查研究

发布时间：2018-09-10 16:56

【摘要】：教师成为专业性职业是教师教育研究中一个热门问题，作为明日的教师的师范生，如何看待教师这一职业，实现自己的专业化，对以后教师队伍的发展有着重要的作用。实习是影响师范生专业认同的重要因素，如何通过实习，提升师范生的专业认同，是一个值得研究的问题。本论文旨在通过对实习生实习前后专业认同的调查，研究实习是否对实习生的专业认同有作用，以及实习中哪些因素影响了实习生的专业认同。为达到此目的，本研究选取东北师范大学250名教育实习生为研究对象，运用问卷调查法，以自编的调查问卷为研究工具，对实习前后实习生进行问卷调查，，运用SPSS17.0进行统计分析，最后得出研究结论，并提出了相应的建议。本研究得到以下结论：1.实习生的专业认同在实习前后没有显著的变化，但专业知能维度上升，持续承诺维度下降。2.从人口统计学变量上看，在性别上，男生实习后专业认同下降，女生上升；在专业上，文科生实习前后专业认同增加幅度大于理科生，文科生持续承诺维度显著提高；从家教经历上，没有家教经历的实习生实习后专业认同下降，有家教经历的上升；从实习年级上看，小学初中实习的实习生实习后专业认同上升，在高中实习的专业认同下降，但专业知能维度显著提高；从父母是否有老师上看，两者无显著变化。3.教育实习生专业认同现状上看，整体水平较高，专业认识维度得分最高，持续承诺水平稍低，人口统计学变量对其影响不一，家教经历、实习方式、讲课节数、对实习重视程度都对实习生的专业认同有重要影响。3.对实习生专业认同影响因素中，实习指导教师、实习结束后的反思排在前两位，大学阶段的教育类课程对其影响最小。针对研究的结论，本研究提出以下建议：1.实习指导教师选择要有指派行；2.强调总结与反思；3.延长实习时间，健全实习组织管理工作；4.实习学校的选择与分配要适宜；5.合理安排大学阶段的课程。
[Abstract]:Teacher becoming a professional profession is a hot issue in the research of teacher education. As a teacher student of tomorrow, how to treat teachers as a profession and realize their own specialization will play an important role in the development of teachers' team in the future. Practice is an important factor affecting the professional identity of normal school students. How to promote the professional identity of normal students through practice is a problem worth studying. The purpose of this paper is to investigate whether the practice has an effect on the professional identity of the intern and what factors affect the professional identity of the intern through the investigation of the professional identity of the intern before and after the intern practice. In order to achieve this goal, 250 educational interns from Northeast normal University were selected as the research objects, and the self-made questionnaire was used as the research tool to investigate the intern before and after practice. SPSS17.0 is used for statistical analysis. Finally, the conclusion is drawn, and the corresponding suggestions are put forward. This study draws the following conclusion: 1. The professional identity of interns did not change significantly before and after practice, but the dimension of professional knowledge and ability increased, and the dimension of continuous commitment decreased by .2. In terms of demographic variables, male students' professional identity decreased after practice, while female students' professional identity increased, while before and after practice, the increase of professional identity of arts students was greater than that of science students, and the dimension of sustained commitment of arts students increased significantly. From the perspective of tutoring experience, the professional identity of the interns without the experience of tutoring declined, and the professional identity of the intern in the junior middle school increased, and the professional identity of the intern in the senior middle school decreased, from the perspective of the grade of practice, the professional identity of the intern in the junior middle school increased. But the dimensions of professional knowledge and ability were significantly improved, and there was no significant change in the two dimensions from the point of view of whether the parents had a teacher or not. 3. In terms of the status quo of professional identity of educational interns, the overall level is high, the score of professional cognition is the highest, the level of sustained commitment is slightly lower, the influence of demographic variables is different, the experience of tutor, the way of practice, the number of lectures, The degree of attention to practice has an important impact on the professional identity of interns. 3. Among the influencing factors of interns' professional identity, the tutors of internship and the reflection after practice ranked first two, and the educational courses in the university stage had the least influence on them. According to the conclusion of the study, this study puts forward the following recommendations: 1. Practice guidance teacher selection should have the assignment line 2. Emphasis on summing up and introspection. Extend practice time, perfect practice organization and management work. The selection and distribution of practical schools should be suitable for 5. 5%. Arrange the courses at the university stage reasonably.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652.4

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