Cai Zhiling, Zhu Jinxing, Tian Saiqi
College of Education, Wenzhou University, Wenzhou, China.
Front Psychol. 2022 Nov 30;13:1070763. doi: 10.3389/fpsyg.2022.1070763. eCollection 2022.
Preservice teachers' professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students' increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers' teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers' professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study's findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.
职前教师的职业认同是影响其动机、效能和留任意愿的关键因素。教学实习能够促进职前教师职业认同和自我效能感的转变。实习环境也能提高学生的学习参与度。尽管许多研究表明职前教师的教学实习与职业认同之间存在紧密联系，但对于自我效能感和学习参与度如何调节这些变量，我们知之甚少。本研究旨在探讨自我效能感和学习参与度在职前教师职业认同与教学实习经历之间的关系中所起的作用。该研究共涉及309名职前教师，变量通过问卷进行测量。数据分析采用结构方程模型。研究结果如下：（a）教学实习、职业认同、自我效能感和学习参与度之间均显著相关；（b）自我效能感和学习参与度均以平行方式部分调节教学实习与职业认同之间的关系；（c）自我效能感和学习参与度还依次调节教学实习与职业认同之间的关系。
