师范生教学效能感对其教师信念的影响：教师职业认同的遮掩效应
The Influence of Normal University Students’ Sense of Teaching Effectiveness on Their Teachers’ Beliefs: The Masking Effect of Teachers’ Professional Identity

DOI: 10.12677/AP.2020.105073, PP. 589-597

Keywords: 教学效能感，教师职业认同，教师信念，师范生，遮掩效应
Teaching Efficacy, Teachers’ Professional Identity, Teachers’ Beliefs, Student Teacher, The Masking Effect

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Abstract:

目的：本研究旨在探讨师范生教学效能感、教师职业认同对其教师信念的影响。方法：采用教学效能感量表、教师职业认同量表和教师信念量表，对北京市三所师范类大学400名师范生进行调查(有效被试382人)。结果：1) 师范生的性别和年级在教师职业认同、教师信念以及教学效能感量表上的得分有显著差异；2) 师范生的教师职业认同可负向预测教师信念，而教学效能感对教师信念有正向预测作用；3) 教师职业认同在教学效能感对教师信念的影响中存在遮掩效应，即加入教师职业认同变量后，师范生的教学效能感对教师信念的影响会增强。
Objective: The purpose of this study is to explore the influence of teaching efficacy and teachers’ professional identity on teachers’ beliefs of normal university students. Methods: 400 normal university students (382 effective subjects) from three normal universities in Beijing were inves-tigated by means of teaching efficacy scale, teacher professional identity scale and teacher belief scale. Results: 1) The gender and grade of normal university students have significant differences in the scores of teachers’ professional identity, teachers’ belief and teaching efficacy scale. 2) Teachers’ professional identity of normal university students can negatively predict teachers’ beliefs, while teaching efficacy can positively predict teachers’ beliefs. 3) Teachers’ professional identity has a masking effect on the influence of teaching efficacy on teachers’ beliefs; that is, the influence of teachers’ teaching efficacy on teachers' beliefs will be enhanced after the variables of teachers' professional identity are added.

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