A Study of the Difference in the Impact of Different Teacher Support on Pre-Service Teachers' Professional Efficacy and Identity
By using questionnaire survey， 291 pre-service teachers were investigat ed for t heir perceived professional teacher support and pre-service teacher support. F urthermore， the present resear ch explored the influences of the two kinds of perceived support on pre-service teachers ' professional efficacy and professional identity. T he result s show that (1) the pre-service teachers perceived high support of both types， and had high professional efficacy and identity. But there were significant differences in the sub-dimensions; (2) the two types of s upport were positively correlated with professional efficacy and identit y. The professional efficacy partially mediated the relat ionships between professional teacher support and profes sional identity， and the relationship between pre-service support and professional identity ; (3) for the direct effect of professional identity， t here was no significant difference for t he two t ypes of s upport; as for the mediating effect of professional efficacy ， professional teacher s upport was significantly higher than p reservice teacher support.
|關鍵詞||教师支持、教师职业认同、教师职业效能、师范生、职前教师、teacher support、teaching practice、teachers’ professional identity、teachers' professional efficacy、student teacher、normal university students、pre-service teacher|