场域理论视角下师范生从教意愿的影响机制研究 : 基于两所师范高校的调查分析

基于场域理论和师范生职业认同发展理论分析学术场域、实践场域、师范生职业认同和从教意愿之间的关系。相较于实践场域，学术场域在提高师范生职业认同的内在价值认同、从教意愿中扮演更重要的角色；学术场域中的高校教师素养和教师从教支持既能直接提高师范生从教意愿，又能通过正向影响内在价值认同间接提高从教意愿；而高校硬件经济支持、朋辈支持只能直接影响从教意愿；实践场域对师范生的从教意愿直接影响作用显著为负，参与实习学校管理与事务性活动是降低从教意愿的主要原因，但实习指导教师素养能通过正向影响师范生的内在价值认同间接提高从教意愿，缓解实践场域中管理与事务性活动参与的负向影响作用。

Based on field theory and teaching students’ professional identity development theory, this study analyzes the relationship among academic field, practice field, teaching students’ professional identity and intention to teach. The findings are summarized as follows: firstly, academic field plays a more important role in improving teaching students’ intention to teach than practice field. Secondly, in academic field, faculty literacy and faculty’s teaching support have both direct and indirect positive effect on intention to teach, while school hardware infrastructure, economic support, and peer support only have direct effect. Thirdly, in practice field, participating in school affairs activities has a significant negative effect on intention to teach, while the quality of internship instructors can alleviate the negative influence by improving intrinsic value identity