摘要
广东省2018年开始实施公费定向师范生培养计划,主要面向粤东粤西粤北地区培养紧缺学科的农村教师。这些师范生是否“下得去、留得住、教得好、有发展”,与其职业认同有密切联系。采用《免费师范生职业认同量表》及自编的“职业认同影响因素问卷”,对广东省340名公费定向师范生进行调查。结果发现,在职业认同水平方面,广东省公费定向师范生的职业认同水平总体中等偏上,其中内在价值认同最高;男生的职业认同水平显著高于女生;农村生源的职业认同显著高于城镇生源;不同年级之间的职业认同没有显著差异。在职业认同的影响因素方面,入学动机主要是“毕业就业有保障”,未来就业忧虑主要是“工作待遇不理想”;入学动机和就业忧虑都会显著影响职业认同,其中以“毕业就业有保障”和“免费及生活补贴”为入学动机的学生职业认同水平较低,就业忧虑为“工作待遇不理想”的学生职业认同水平最低,且主要体现在职业认同三个维度中的“意志行为认同”上。在调查和分析的基础上,提出提升公费定向师范生职业认同的对策:提高农村生源招生比例;实施有针对性的乡村主题教育;持续改善农村教师的工作待遇和工作环境。
Guangdong province began to implement a government-funded training program for normal university students in 2018,which aims to train rural teachers in subjects in short supply in the eastern and northwestern regions of Guangdong.Whether the trained normal university students“can go,stay,teach well and develop”is closely related to their professional identity.This study used the“Professional Identity Scale for Free Normal University Students”and the self-compiled“Professional Identity Influencing Factors Questionnaire”to investigate 340 public funded normal university students in Guangdong province.The results show that:the level of professional identity of public funded normal university students in Guangdong province is generally medium to high,and the internal value identity is the highest;the level of professional identity of boys was significantly higher than that of girls;the professional identity of rural students was significantly higher than that of urban students;there was no significant difference in professional identity among different graders.The main motivation for enrollment is“job security”,and the main concern for future employment is“unsatisfactory job treatment”.Both enrollment motivation and employment concern have a significant impact on professional identity,among which the students with economic and employment motivation have the lowest level of professional identity,and the students with“unsatisfactory job treatment”as the employment concern have the lowest level of professional identity,which is mainly reflected in the“volitional behavior identity”among the three factors of professional identity.On the basis of the analysis,the countermeasures to improve the professional identity of government-funded normal university students with fixed orientation are put forward,for example:increasing the proportion of rural students,carrying out targeted rural theme education and continuously improving the working conditions and treatment of rural teachers.
作者
罗丹
俞锦旺
陈彩燕
LUO Dan;YU Jinwang;CHEN Caiyan(Office of Party&Administration Council,Guangdong University of Education,Guangzhou,Guangdong,510303,P.R.China;Department of Autormotive Engineering,Guangdong Mechanical&Electrical Polytechnic,Guangzhou,Guangdong,510515,P.R.China;Editoral Department of Journal,Guangdong university of Education,Guangzhou,Guangdong,510303,P.R.China)
出处
《广东第二师范学院学报》
2021年第6期24-35,共12页
Journal of Guangdong University of Education
基金
2018年度广东省普通高校重点科研平台和科研项目青年创新人才类项目“广东省师范院校首批公费定向师范生职业认同现状调查研究”(2018WQNCX129)
广东省“十三五”教育科学规划2020年度项目“粤东西北公费定向师范生培养的研究”(2020GXJK363)。
关键词
广东省
公费定向师范生
职业认同
影响因素
培养质量
Guangdong province
government-funded normal university students with fixed orientation
professional identity
influencing factors
cultivation quality
