特殊教育职前教师职业能力的潜在类别及其影响因素

doi:10.19988/j.cnki.issn.2095-1159.2024.03.010

心理研究

2024, Vol. 17

Issue (3): 269-277 DOI: 10.19988/j.cnki.issn.2095-1159.2024.03.010

学校心理研究

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特殊教育职前教师职业能力的潜在类别及其影响因素

麻敏洁^1,2, 达芳^1,3, 王潇^1,2, 王庭照¹, 宋歌⁴, 王丽^5,6

1 陕西师范大学教育学部,西安 710062;
2 西安市盲哑学校,西安 710014;
3 西安市启智学校,西安 710068;
4 开封市实验幼儿园,开封 475000;
5 陕西师范大学心理学院,西安 710062;
6 新疆师范大学心理学院,乌鲁木齐 830017

The profiles of teacher professional abilities and their influencing factors of pre-service teachers in special education

MA Minjie^1,2, DA Fang^1,3, WANG Xiao^1,2, WANG Tingzhao¹, Song Ge⁴, WANG Li^5,6

1 Faculty of Education, Shaanxi Normal University, Xi'an 710062;
2 Xi'an Mangya School, Xi'an 710014;
3 Xi'an Qizhi School, Xi'an 710068;
4 Kaifeng Experimental Kindergarten, Kaifeng 475000;
5 College of Psychology, Shaanxi Normal University, Xi'an 710062;
6 College of Psychology,Xinjiang Normal University, Urumqi 830017

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摘要在全国范围内调研1969名特殊教育职前教师,采用潜在剖面分析方法探索其教师职业能力的类型,使用R3STEP命令进行多项式逻辑回归,检验人口学变量对教师职业能力潜在类别的影响,并在此基础上采用领悟社会支持量表和学业自我效能感量表,探讨特殊教育职前教师职业能力潜在类别的影响因素。结果发现：（1）特殊教育职前教师的职业能力发展总体呈现出师德引领四维共进的特征;（2）从个体层面来看,教师职业能力可分为高水平组、中高水平组、中低水平组和低水平组;（3）男性比女性,高年级比低年级更有可能处于高水平组;（4）领悟社会支持和学业自我效能感较高的个体,更有可能归属于教师职业能力水平较高的分组。本研究揭示了特殊教育职前教师职业能力的潜在类别及其影响因素,为提高其职业能力水平提供了参考和依据。

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	麻敏洁
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	王丽

关键词 ：特殊教育职前教师, 教师职业能力, 领悟社会支持, 学业自我效能感, 潜在剖面分析

基金资助:2021年国家社会科学基金重大项目（21&ZD293）、2022年国家社会科学基金教育学一般项目（BGA220153）、2021年陕西省教育科学“十四五”规划课题（SGH21Y0682）、2022年陕西省社会科学基金一般项目（2022P025）

通讯作者: 王丽,女,副教授。Email：wangli@snnu.edu.cn

引用本文:

麻敏洁, 达芳, 王潇, 王庭照, 宋歌, 王丽. 特殊教育职前教师职业能力的潜在类别及其影响因素[J]. 心理研究, 2024, 17(3): 269-277.
MA Minjie, DA Fang, WANG Xiao, WANG Tingzhao, Song Ge, WANG Li. The profiles of teacher professional abilities and their influencing factors of pre-service teachers in special education. Psychological Research, 2024, 17(3): 269-277.

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http://xlyj.magtech.com.cn/CN/10.19988/j.cnki.issn.2095-1159.2024.03.010 或 http://xlyj.magtech.com.cn/CN/Y2024/V17/I3/269

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