教师培养课程对职前教师从教准备度的贡献研究——基于效能期待的视角

A Study on the Contribution of Teacher Preparation Curricula to the Pre-service Teachers’ Feeling of Preparedness to Teach from the Perspective of Efficacy Expectation

在提升教师培养质量的背景下，探讨教师素质的养成与各类教师培养课程之间的复杂关联是十分必 要的。基于效能期待的视角，以D大学作为个案，运用问卷调查和访谈法，考察了职前教师的从教准备度以及各类 教师培养课程对于其从教准备度的贡献。研究发现:职前教师对自身的从教准备度表现出较高的自信，但在一些 方面仍然可以精进；职前教师在专业理念与师德方面的高度自信并非某门特定课程的作用，而是四年的培养历程 和师范大学氛围的整体影响；教师培养中与学科相关的课程以及教育实践类课程对职前教师从教准备度的贡献较 大;通识教育类课程、一般教育理论类课程、教育见习对职前教师从教准备度的贡献虽然被认为较小，但主要原因 在于这些课程未能实现其预期的功能。

Under the background of improving teacher preparation quality，it is essential to reveal the complex connections between the formation of teacher?s capacities and various curricula of teacher preparation .From the perspective of efficacy expectation and taking D University as a case， the research used questionnaire and interview to investigate pre-service teachers’ feeling of preparedness to teach and the contributions of various teacher preparation curricula to their feeling of preparedness. The study found that： pre-service teachers showed a high level of self-contidence in their preparedness to teach， but they still needed to be improved in some respects ； pre-service teachers’ high level of contidence in professional i- deas and ethics was influenced by four-year teacher preparation process and the atmosphere of teacher education in normal universities instead of a specitic course； subject-related curricula and teaching practice in teacher preparation had a greater contribution to pre-service teachers’ feeling of preparedness to teach; and the contribution of general education curricula，general pedagogical education curricula and school internship to pre-service teachers? feeling of preparedness to teach was regarded minor. But t s not appropriate to conclude that such curricula were not important as they were not up to the expected function of these curricula.