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- Title
高师院校师范生教师职业认同现状的调查研究 ---基于西南地区3 所高师院校的数据
- Authors
胡洪羽; 蒋 平
- Abstract
The questionnaire survey method and interview method are used to investigate and analyze the current situation and influencing factors of teaching profession identity among 472 normal students in three universities in southwest China. The results show as follows; the overall level of the teaching profession identity of normal students is above the average; there is no significant difference in the level of gender variables, and the score of female students is significantly higher than that of male students in the factor of professional will; there is no significant difference in the level of teaching profession identity of normal students in the grade and home location variables; the level of teaching profession identity of the undergraduate students is significantly higher than that of the junior college students in the educational background variables; in professional variables, the level of teaching profession identity differs significantly, the level of teaching profession identity of science students is higher than that of liberal arts students, and that of liberal arts students is higher than that of artistic students. According to the analysis of the investigation results, it can be seen that the influential factors of the teaching profession identity of normal students mainly exist at the individual, family, school and social levels. In the future, to improve the professional identity of normal students should permeate the entire process of education; the practical ability of normal students should be improved in the course of education; the leading role of “important others” should be played in shaping the professional ideal of normal students; the relevant policies should be implemented, and teachers’salary7 and status should be improved to promote teachers' professionalization.
- Publication
Teacher Development Research, 2019, Vol 3, Issue 4, p72
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2019.04.009