教师教育研究2024，Vol.36Issue(6)：59-66,8.
公费师范生职业认同的追踪研究
A Longitudinal Study of Professional Identity among State-funded Student Teachers
摘要
Abstract
Based on the multidimensional structural second-order model of professional identity among state-funded student teachers and adopting the cohort sequential design,this paper presents a 3-year longitudinal study of 885 state-funded student teachers with a view of the development characteristics and changing trend of professional identity among these students throughout their normal education process.The paired sample T-test,cross-lagged panel model analysis and latent growth model analysis of follow-up data across three time points were conducted.The results show that the career values of state-funded student teachers were higher than their career belonging and the two were independent of each other in develop-ment;in career values,the internal value was higher than the external value and the two were independent of each other in development;in terms of career belonging,role acceptance was higher than teaching commitment and the two were in a mu-tually casual relationship.Throughout the normal education stage,state-funded student teachers exhibited a"first declining and then growing"trend in their professional identity.关键词
公费师范生/职业认同/群组序列/追踪研究Key words
state-funded student teachers/professional identity/cohort sequential design/longitudinal study分类
社会科学引用本文复制引用
吴晓玮,李拉..公费师范生职业认同的追踪研究[J].教师教育研究,2024,36(6):59-66,8.基金项目
江苏省社会科学基金一般项目(23JYB017) （23JYB017）
