公费师范生的教师职业认同是教师培养的重要目标之一,也是影响教师从教的关键因素。本研究通过系统综述相关实证研究,旨在理清公费师范生教师职业认同的内涵、以及构建公费师范生教师职业认同的中介理论和发展路径。研究发现公费师范生...公费师范生的教师职业认同是教师培养的重要目标之一,也是影响教师从教的关键因素。本研究通过系统综述相关实证研究,旨在理清公费师范生教师职业认同的内涵、以及构建公费师范生教师职业认同的中介理论和发展路径。研究发现公费师范生教师职业认同包括认知、情感和行为三个维度,其内涵还在发展与深化;实证研究以量化研究为主;公费师范生教师职业认同在教师个人背景、环境因素和教师职业表现之间存在潜在的中介效应;发展路径研究较少,主要表现为随年级的升高以及入职后,公费师范生的教师职业认同度往往出现下降趋势。研究结果为后续公费师范生教师职业认同的研究提供了基础和方向,也能为将来公费师范生的培养政策提供理论支持与实践建议。Teacher identity of publicly-funded pre-service teachers is an important goal of teacher training and a key factor influencing teachers’ professional development. Through a systematic review of empirical studies on teacher identity of publicly-funded pre-service teachers, this study aims to clarify the connotation of the teacher identity of these pre-service teachers, and to construct a mediating theory and a path for their development of teacher identity. The results show that publicly-funded pre-service teachers’ teacher identity includes cognitive, affective and behavioral dimensions, and its connotation is still developing and deepening;empirical research on this topic is mainly quantitative;there is a potential mediating effect of their teacher identity between teachers’ personal backgrounds, environmental factors, and teachers’ professional performance;few studies focus on the path of development of publicly-funded pre-service teachers identity, the results show that their teacher identity decreases with grades and after joining the profession. The findings of this study provide a basis and direction for the subsequent research on teacher identity of publicly-funded pre-service teachers, and also provide theoretical support and practical suggestions for the future training policy of publicly-funded teachers.展开更多
文摘公费师范生的教师职业认同是教师培养的重要目标之一,也是影响教师从教的关键因素。本研究通过系统综述相关实证研究,旨在理清公费师范生教师职业认同的内涵、以及构建公费师范生教师职业认同的中介理论和发展路径。研究发现公费师范生教师职业认同包括认知、情感和行为三个维度,其内涵还在发展与深化;实证研究以量化研究为主;公费师范生教师职业认同在教师个人背景、环境因素和教师职业表现之间存在潜在的中介效应;发展路径研究较少,主要表现为随年级的升高以及入职后,公费师范生的教师职业认同度往往出现下降趋势。研究结果为后续公费师范生教师职业认同的研究提供了基础和方向,也能为将来公费师范生的培养政策提供理论支持与实践建议。Teacher identity of publicly-funded pre-service teachers is an important goal of teacher training and a key factor influencing teachers’ professional development. Through a systematic review of empirical studies on teacher identity of publicly-funded pre-service teachers, this study aims to clarify the connotation of the teacher identity of these pre-service teachers, and to construct a mediating theory and a path for their development of teacher identity. The results show that publicly-funded pre-service teachers’ teacher identity includes cognitive, affective and behavioral dimensions, and its connotation is still developing and deepening;empirical research on this topic is mainly quantitative;there is a potential mediating effect of their teacher identity between teachers’ personal backgrounds, environmental factors, and teachers’ professional performance;few studies focus on the path of development of publicly-funded pre-service teachers identity, the results show that their teacher identity decreases with grades and after joining the profession. The findings of this study provide a basis and direction for the subsequent research on teacher identity of publicly-funded pre-service teachers, and also provide theoretical support and practical suggestions for the future training policy of publicly-funded teachers.
