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The Effects Of The Perceived School Support And Teacher Competency On Practice Teaching College Students' Professional Identity

Posted on:2018-02-03Degree:MasterType:Thesis
Country:ChinaCandidate:X GuoFull Text:PDF
GTID:2347330536958037Subject:Applied Psychology
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In recent years,the teachers' professional identity of teachers' college students has attracted more and more attention.Education for national political and economical environment,influence indirectly through talent.The cultivation of talents can not be separated from the people's teachers,the teacher education students as the reserve force of the future teachers,especially important.Teaching practice is an effective way to promote the teaching knowledge into teaching ability.It is also an effective way to improve the college students' teaching ability.Therefore,it is very necessary to explore the teacher'professional identity of College students.The purpose of this study is to explore the effects of the perceived school support and teacher competency on practice teaching college students' professional identity.Conducted a questionnaire survey by using "normal students' occupation identity scale","teacher competency checklist" and the revised "POS questionnaire",to test 500 teacher education professional college students of grade 2013 in Liaocheng University.The results were analyzed by variance analysis,T test,correlation analysis,structural equation and Structural equation model,in order to understand the status of practice teaching college students' professional identity,the difference analysis of occupation identity,the relationship between perceived school support,teacher competency and students' professional identity.Empirical study shows that:1.Practice teaching college students' professional identity,perceived school support and teachers' competency are all above the medium level.2.Influence of occupation self-efficacy dimension practice school is located on the occupation identity reached significant level,but the practice school is located in the occupation identity,occupation,occupation occupation value will intention dimensions are not significantly different.However,the effects of gender,the type of practice school,and the discipline of teaching practice on professional identity were not significant.3.Perceived school support and teachers' competency of practice teaching college students have significant effects on their professional identity.4.The direct effect of perceived school support on professional identity is not significant;but perceived school support has an indirect effect on professional identity through direct impact on teachers' competency.The improvement of school support can improve the level of teachers' competency and enhance their professional identity.
Keywords/Search Tags:practice teaching college students, teacher's professional identity, perceived school support, teacher competency
PDF Full Text Request
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