教师教育研究2025，Vol.37Issue(3)：93-100,8.
有限理性的冲突与协调:学前教育师范生从教意愿的研究
Conflict and Coordination of Bounded Rationality:A Study of Student Teachers'Willingness to Teach in Early Childhood Education
摘要
Abstract
Enhancing the high-quality supply of kindergarten teachers is crucial.The teacher supply issue arises from the bounded rationality conflict between public policy demands and student teachers'willingness to teach.Using the theory of rational choice,this study interviewed 32 early childhood education student teachers from a normal university affiliated with the Ministry of Education to analyze their willingness to teach,influencing factors,and mechanisms.The findings show four types of willingness to teach:actively proactive,cautiously expectant,passively compliant and negatively resistant.Three dimensions—resource value,individual capabilities,and social structures—were identified through college value and train-ing mode,professional orientation and information capital,and educational policy and vocational environment.Student teachers'rational pursuits include survival,economic,and social rationality.These four dimensions interact under bounded rationality to shape the willingness to teach.Educational commitment can integrate different rationalities and drive student teachers to pursue the teaching profession,but conflicts like unsatisfactory wage levels,information barriers,and value differences may hinder this.To boost the supply of high-quality teachers,strategies should focus on cultivating social and positive rationality in student teachers and improving institutional rationality through policy reforms and a better professional environment.关键词
从教意愿/学前教育师范生/有限理性/高质量师资供给Key words
willingness to teach/student teachers in early childhood education/bounded rationality/high-quality teacher supply分类
社会科学引用本文复制引用
丁俞文,陆彬蔚,许锋华..有限理性的冲突与协调:学前教育师范生从教意愿的研究[J].教师教育研究,2025,37(3):93-100,8.基金项目
2023年全国教育科学规划国家青年课题(CIA230325) （CIA230325）
