教师教育研究2023，Vol.35Issue(6)：44-51,8.
教育实习对师范生职业认同感的双刃剑效应
The Double-Edge Sword Effects of Education Practice to Normal Students'Professional Identity
摘要
Abstract
Educational practice is an important transition period between pre-service and post-employment for normal students.The level of satisfaction of normal students with their own practical experiences is related to their understanding and recognition of teachers.Based on the social cognition theory and the conservation of resource theory,this study proposed a parallel multiple mediation model where the role stress as the suppression mechanism and perceived professional benefits as the promotion mechanism in the relationship between educational practice and pre-service teachers'professional identity,and introduced support from significant others as a moderator.Using survey data from 864 pre-service teachers,it found that educational practice would lead to role stress,which in turn do harm to the pre-service teachers'professional identity;edu-cational practice might evoke the pre-service teachers'perceived professional benefits,which subsequently promotes profes-sional identity.Support from significant others positively moderated the relationship between educational practice and the pre-service teachers'perceived professional benefits,negatively moderated the relationship between educational practice and the pre-service teachers'role stress.关键词
教育实习/职业获益感/角色压力/职业认同感Key words
educational practice/perceived professional benefits/role stress/professional identity分类
社会科学引用本文复制引用
任永灿,任永琦,李丹华,王晓杰..教育实习对师范生职业认同感的双刃剑效应[J].教师教育研究,2023,35(6):44-51,8.基金项目
2021年教育部人文社会科学研究青年项目(21YJC880060) （21YJC880060）
