【摘要】 职业认同是影响教师职业发展的重要因素,很大程度上决定着教师能否长期从教或终身从教。本研究以743名免费师范生为被试,采用问卷测量法,考察了免费师范生对教育政策的满意度、从教动机、职业认同的特点及其相互之间的关系。结果发现:(1)免费师范生的政策满意度和从教动机高于或略高于一般水平,职业认同水平较高,在内部不同维度水平上差异显著,并在总体水平及不同维度上受年级等因素影响。(2)免费师范生的政策满意度与从教动机、职业认同显著正相关,从教动机在支持性政策满意度与职业认同之间起部分中介作用,在限制性政策满意度与职业认同之间起完全中介作用。(3)政策满意度和从教动机对职业认同的中介效应模型在性别、生源地和年级上不存在显著差异。本研究围绕这些结果进行了解释和讨论,并在教育政策制定,免费师范生选拔、培养等方面提出了相应的政策建议。更多还原

【Abstract】 This study investigated 743tuition-free normal college students’satisfaction with the policy of free education,the motivation engaging in teaching and professional identity,and the relationship among three variables.Results indicated:(1)The levels of tuition-free normal college students’satisfaction with the policy of free education,the motivation engaging in teaching and professional identity were higher or a little higher than average level.Grade differences of total level and subdimensions level were also significant,and the differences were also significant among different sub-dimensions.(2)Student teachers’educational policy significantly and positively related to teaching motivation and professional identity.Moreover,teaching motivation played a mediating effect on the relationship between the satisfaction with educational policy and professional identity.Specifically,teaching motivation played a partly mediating role in the relation between the satisfaction with supportive policy and professional identity,and completely mediating role in relation between the satisfaction with limited policy and professional identity.(3)The differences of this mediating model are not significant in gender,students’native place and grades.The implications of the results and educational suggestions are discussed in this paper.更多还原