【摘要】 随着我国开放、协同、联动的现代教师教育体系的不断完善，不同教师培养模式的培养效果需要进一步评估。本研究聚焦部属公费师范毕业生与高水平综合性大学毕业生教师，探究中小学教育实践者视角下两类教师群体的从教胜任力差异，通过对校长、教育行政人员、公费师范毕业生及高水平综合性大学毕业生的问卷调查与访谈，发现公费师范毕业生教师职业认同更强烈，职业坚守信念更坚定，教学组织与实施、班级指导、课程育人与活动育人能力突出，职业规划清晰，在学校中更快发挥示范引领作用。综合性大学毕业生学科知识掌握深度和科研思维能力更具优势，自主发展能力突出，但从教动机更多来自外部，职业坚守信念不足。两类教师均需提升心理辅导、家校沟通等教育实践能力。基于开放型教师教育体系下教师质量提升，研究提出了针对性的政策建议。更多还原

【Abstract】 With the continuous improvement of China’s modern teacher education system characterized by openness, coordination, and integration, there is an increasing need to clarify the effectiveness of different teacher preparation models. Focusing on graduates from ministry-affiliated publicly funded normal universities and high-level comprehensive universities, this study examines differences in teaching competence between these two groups from the perspective of frontline educational practitioners. Data were collected through questionnaires and interviews with principals, educational administrators, and graduates from both types of institutions. The findings indicate that graduates of public normal universities demonstrate strong professional identity and firm commitment to professional beliefs, with notable strengths in teaching organization and implementation, classroom guidance, curriculum-based instruction and activity-based learning. They also exhibit clear career planning and tend to assume leadership and exemplary roles within schools. In contrast, graduates from comprehensive universities show stronger disciplinary expertise, research-oriented thinking, and greater capacity for self-directed development, but are more influenced by external motivations in choosing the teaching profession and display relatively weaker commitment to professional beliefs. Both groups, however, require improvement in educational practice capabilities, particularly in psychological counseling and home-school communication. Based on efforts to enhance teacher quality within an open and collaborative teacher education system, this study proposes targeted policy recommendations.更多还原