教师教育研究2024，Vol.36Issue(6)：67-74,8.
学前教育专业实习影响从教意愿的组态效应研究
Research on the Configuration Effect of Preschool Education Major Practice Influencing Teaching Willing
摘要
Abstract
The willingness to teach is the expectation and blueprint of interns for their future careers.Improving the willing-ness of undergraduates majoring in preschool education to teach is of great value to reduce the brain drain of preschool edu-cation and improve the quality of preschool education development.This study takes 365 interns majoring in preschool edu-cation in a university in Shenyang as the research object,and uses fuzzy set qualitative comparative analysis method to ex-plore the internal and external mechanisms and paths that drive and hinder the interns majoring in preschool education to have high willingness to teach.The results show that there are three types and five antecedent configurations that drive in-terns to have high willingness to teach,and effective educational practice management is the key factor.There are three types and four kinds of antecedent configurations that hinder interns'high willingness to teach,among which the conditions of practice base,practice management and guidance are the key factors.Based on this,some research suggestions are put forward from two aspects:colleges and universities should build a solid foundation,and the comprehensive support system should go hand in hand with the high-quality training strategy;The unit should add assistance to interns,and multi-dimen-sional support should go hand in hand with the training of new teachers.关键词
教育实习/从教意愿/学前教育专业实习生/模糊集定性比较分析Key words
educational practice/willingness to teach/pre-school interns/Fuzzy Set Qualitative Comparative Analysis分类
社会科学引用本文复制引用
王一鸣,李文辉,曹雪,但菲,肖悦婷..学前教育专业实习影响从教意愿的组态效应研究[J].教师教育研究,2024,36(6):67-74,8.基金项目
2024年全国教育科学规划课题国家一般基金(BQA240213) （BQA240213）
