|本期目录/Table of Contents|

[1]童成寿.职业院校教师专业认同的对比研究[J].集美大学学报(教育科学版),2016,17(02):12-18.
　TONG Cheng -shou.A Comparative Research on Teachers’ Professional Identity of Vocational Schools and Colleges[J].Journal of Jimei University(Education Science Edition),2016,17(02):12-18.
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职业院校教师专业认同的对比研究()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第17卷
期数:
2016年02期
页码:
12-18
栏目:
学科教学研究
出版日期:
2016-03-28

文章信息/Info

Title:
A Comparative Research on Teachers’ Professional Identity of Vocational Schools and Colleges
作者:
童成寿
（福建对外经济贸易职业技术学院外语系，福建福州350016）
Author(s):
TONG Cheng -shou
(Fujian International Business & Economics College, Fuzhou350016, China)
关键词:
中高职教师; 专业认同; 实证研究
Keywords:
teachers of vocational schools and colleges;  the Professional Identity;  empirical research
分类号:
-
DOI:
-
文献标志码:
A
摘要:
采用量表法对235名中高职教师的专业认同进行对比研究。结果表明：第一，目前在岗职业院校教师整体专业认同水平不高，处于“不确定”和“基本同意”之间的水平上；第二，中职、高职教师专业认同存在差异，特别是在“专业认知”、“专业投入”维度上存在显著性差异；第三，职业院校教师专业认同水平并没有随执教年限增加和职称提升而不断提高。熟手型教师专业认同低于专家型和新手型教师，三种类型的教师专业认同存在显著性差异；第四，职业院校教师专业认同与工作满意度之间、自我效能感与工作满意度之间、职业倦怠与自我效能感之间存在显著正相关，工作满意度对职业院校教师的专业认同具有重要作用；第五，工作满意度直接影响职业院校教师的专业认同，职业倦怠和自我效能感通过工作满意度间接影响职业院校教师的专业认同。
Abstract:
Aiming at further understanding about the Teachers’ Professional Identity of of vocational schools and colleges, scales are applied to 3 researches, which involves with 235 teachers. The result shows that the overall level of their professional identity is comparatively unsatisfactory. There exist identity differences between the vocational schools and the vocational colleges. The teachers’ professional identity is not developed accordingly as their teaching time and academic titles increase. The professional identity of proficient teachers is much lower than that of novice and expert teachers and there exists significant difference between them. There also exists significant positive correlation between the teachers’ professional identity and job satisfaction, self-efficacy and job satisfaction, self-efficacy and job burnout. Job satisfaction can directly affect the teachers’ professional identity, while self-efficacy, job burnout can also indirectly influence the teachers’ professional identity through job satisfaction.

参考文献/References:

相似文献/References:

[1]黄振霞.专业教师对学生专业认同等行为的影响与对策[J].集美大学学报(教育科学版),2016,17(02):7.
　HUANG Zhen-xia.Influence and Countermeasure of Professional Teachers on Professional Identity, Learning and Employment Behavior of Students[J].Journal of Jimei University(Education Science Edition),2016,17(02):7.
[2]童成寿.高校外语教师专业认同水平与特点研究[J].集美大学学报(教育科学版),2014,15(04):25.
　TONG Cheng-shou.Professional Identity of Foreign Languages Teachers: an Applied Research[J].Journal of Jimei University(Education Science Edition),2014,15(02):25.
[3]刘晓然.高校外语教师专业认同与工作满意度、自我效能感、职业倦怠的关系[J].集美大学学报(教育科学版),2016,17(06):11.
　LIU Xiao-ran.A Research on Relationship between Teachers’ Professional Identity of College Foreign Languages Teachers and Job Satisfaction,Self-efficacy,Job Burnout[J].Journal of Jimei University(Education Science Edition),2016,17(02):11.

备注/Memo

备注/Memo:
更新日期/Last Update: 2016-05-05