特殊教育专业实习教师职业认同与教学效能感的关系研究——以H师范大学特殊教育专业实习学生为例

A Study on the Relationship between Professional Identity and Teaching Efficacy of Practice Teachers Majoring in Special Education—A Case Study of Practice Students Majoring in Special Education at H Normal University

摘要: 为探讨特殊教育专业实习教师职业认同与教学效能感的现状及关系，本研究运用问卷调查法随机对H师范大学特殊教育专业实习学生进行调查，结果表明：1) 在职业认同各维度中，实习学生的职业价值认同水平最高，在教学效能感各维度中，个人教学效能感水平远高于一般教学效能感；2) 实习学生的职业认同及教学效能感在得分上并无显著差异；3) 实习学生的职业认同与教学效能感在统计学上并无显著差异；4) 实习学生的个人教学效能感与职业认同中的五个维度，即专业认知、职业技能、职业价值、职业期望、职业情感等存在显著正相关。

Abstract: In order to explore the current situation and relationship between professional identity and teaching efficacy of practice teacher majoring in special education, this study randomly conducted a questionnaire survey on practice students majoring in special education in H Normal University. The results show that: 1) Vocational value identity of the practice students is the highest. Besides, the individual teaching efficacy is far higher than the general teaching efficacy; 2) There is no significant difference between the professional identity and teaching efficacy of the practice students; 3) There is no statistically significant difference between professional identity and teaching efficacy; 4) There is significant positive correlation between the practice students’ individual teaching efficacy and the five dimensions of professional identity (professional cognition, vocational skills, vocational value, career expectation and career emotion).