延边大学本科毕业论文
摘 要
本文主要研究地方综合性大学教育技术专业职前教师职业承诺和教师角色信念的相关情况。伴随着教育普及化、教育理论与实践的丰富和发展，“促进教师专业化发展”成为各国教育界关注的焦点。教师专业化和新课程改革的推行呼唤教师具有良好的职业承诺、角色认知、特定的知识结构和自主发展等心理基础。分析职前教师职业承诺、教师角色信念现存的问题及其成因就成了我们首要研究的问题。职前教师作为准教师，他的教师职业承诺和角色信念发展水平的研究更具有必要性。
本研究以梅耶和艾伦提出的职业承诺三维结构模式继续承诺、情感承诺和规范承诺的相关理论、教师职业价值观三维度理论、罗特的教师自我效能感理论为依据。以延边大学师范学院教育技术学专业大一到大四173名学生为研究对象，运用了文献分析法、问卷调查法，主要研究：（1）职前教师职业承诺现状；（2）职前教师角色信念现状；（3）职前教师职业承诺水平与教师角色信念相关关系；（4）提高职前教师职业承诺水平的对策研究。
通过研究得出以下结论：（1）职前教师职业承诺水平一般，教师职业承诺各成分发展不平衡。（2）职业承诺存在着年级方面的显著性差异，而在性别、城乡、可接受福利待遇和职业趣向上不存在显著差异。职业承诺内在维度的群体差异特点不同。（3）职前教师角色信念处于中等偏上水平，教师角色信念各成分发展不平衡。（4）职前教师角色信念总体在年级、城乡、职业趣向和职业价值观方面存在显著差异，在性别和可接受福利待遇上不存在显著差异。角色信念内在维度的群体差异特点不同。（5）职前教师职业承诺与教师角色信念显著相关。（6）大一、大二、大四年级学生的职前教师职业承诺与教师角色信念在总体上不存在显著相关，大三年级职前教师职业承诺与教师角色信念存在显著相关。(7) 增进教师的效能感是提高职前教师职业承诺水平的重要突破口。
根据研究结果得出三点建议：（1）学校应重视教育技术专业职前教师的职业承诺和教师角色信念现状。（2）学校应加强教育技术专业职前教师职业价值观的教育。（3）学校应突出抓好教育技术专业职前教师自我效能感的提升。
关键词：职前教师 教师职业承诺 教师角色信念 社会学变量
延边大学本科毕业论文
Abstract
This research studies the local comprehensive university educational technology professional pre-service teachers' professional commitment and teacher role beliefs. Accompanied by the enrichment and development of universal education, educational theory and practice \promote teachers' professional development\has become a national education sector concern focus. Teacher specialization and the implementation of the new curriculum reform calls for teachers with good professional commitment, the role of cognitive, specific knowledge structure and self-development and other psychological basis. Analysis of the problem of pre-service teachers 'professional commitment, the existing problems and causes of the teachers' role beliefs has become our primary research. Teachers' professional commitment and level of development of the role of faith is more essential.
In this study, Meyer and Allen proposed three-dimensional structural model of occupational commitment continued commitment, affective commitment and normative commitment theory, Roth teachers self-efficacy theory as the basis, Yanbian University Teachers College Educational Technology Professional freshman to senior year 150 students study, Use of document analysis, questionnaire survey to investigate, Final data entry of all questionnaires were analyzed to SPSS17.0, Major research pre-teachers' professional commitment to the status of each component of sociological variables, pre-service teachers in the role of faith by sociological variables affect the status and pre-commitment level of teachers in vocational and teacher role beliefs level.
The results show:Pre-service teachers 'professional level of commitment in general, teachers' professional commitment to the uneven development of each component2 Professional commitment there is significant difference in grade aspects, gender, urban and rural areas, no significant differences in the acceptable benefits and occupation one to fulfill the.Career commitment to the inner dimension of the group differences in the characteristics of different.3 Pre-service teachers the role of faith in the middle level, uneven development of the components of the teachers' role beliefs。4 The overall teacher role beliefs in the pre-exist in the grade, urban and rural areas,
延边大学本科毕业论文
vocational one to fulfill the significant differences, there were significant differences in gender and acceptable benefits. Differences in the characteristics of the intrinsic dimension of the role of faith groups.Different characteristics of the intrinsic dimension of the role of faith group differences.5 Pre-service teachers' professional commitment and teacher role beliefs were significantly associated.6 Different grades of urban and rural, different occupations to fulfill, different gender and acceptable benefits of pre-service teachers 'professional commitment and teachers' roles and beliefs in general and sub-dimensions are significantly related.7 Enhance the efficacy of teachers is an important breakthrough to improve pre-service teachers' professional commitment levels
According to the results obtained three proposals：1Schools should pay attention to the educational technology pre-service teachers' professional commitment and teacher role beliefs the status quo.2 Schools should strengthen the education of educational technology professional pre-service teachers' professional values.3 Schools should give prominence to the upgrading of educational technology preservice teachers' self-efficacy.
Key words: pre-service teacher Teachers' professional commitmen t Teachers' role beliefs Sociology variable