This study has probed into Chinese pre-service teachers’ levels of professional identity, learning engagement, and teaching efficacy, as well as the relationships among the above three variables.The research objects of this study are pre-service teachers in their first to fourth year of undergraduate studies at a normal university in China, as well as normal college students. The survey was conducted on 1,415 pre-service teachers from various teacher education majors, and 1,324 valid samples (93.56% recovery rate) were eventually collected, and all samples collected were used for data analysis in this research.The measurement tools applied in this study include Pre-service Teacher Professional Identity Measurement, Pre-service Teacher Engagement in Learning Measurement, and Pre-service Teacher teaching efficacy measurement.The findings are as follows.Firstly, the level of professional identity of pre-service teachers is the highest in the area of professional quality identities, while the lowest in the area of professional status identity. The results of analyzing the differences in pre-service teachers’ professional identity through variables are as follows: (1) Gender differences exist in pre-service teachers’ professional identity. (2) Grade differences were found in the professional identity of pre-service teachers in China. (3) Age difference exists in the professional identity of pre-service teachers. (4) No evidence of birthplace difference in pre-service teachers’ professional identity. (5)Differences in the career identity of pre-service teachers in terms of their job application willingness were discovered. (6) Major differences exist in the professional identity of pre-service teachers in China.The results of verifying whether there is an interaction between pre-service teachers’ variables and job application willingness are as follows. (1) There was an interaction effect between job application willingness and gender in pre-service teachers’ value identity, emotional identity, and overall professional identity. (2)The interaction effect between job application willingness and grade level was found in the value identity and status identity of preservice teachers in China. (3) An interaction between job application willingness and age was found in the career identity of pre-service teachers. (4) In the professional quality identity and emotional identity of pre-service teachers in China, the interaction effect between job application willingness and major was foundSecondly, the level of learning engagement of pre-service teachers was the highest in the area of dedication, while the lowest in vigor. The differences in the variables of pre-service teachers’ learning engagement levels are as follows. (1) There is no gender difference in pre-service teachers’ learning engagement. (2) No difference was found in the learning engagement of pre-service teachers by grade level. (3) There is no difference in the learning engagement of pre-service teachers by age. (4) No difference exists in pre-service teachers’ learning engagement between birthplaces. (5) Pre-service teachers’ learning engagement varied by major.The results of testing whether there is an interaction between pre-service teachers’ variables and job application willingness are as follows. (1) An interaction between job application willingness and age was found in pre-service teachers’ concentration. (2) An interaction between the presence of teacher resources and age was found in the concentration and learning engagement of pre-service teachers.Thirdly, pre-service teachers’ levels of teaching efficacy were the highest in the field of instructional monitoring, while the lowest in instructional design. Differences in the instructional efficacy of pre-service teachers are as follows. (1) There is no gender difference in pre-service teachers’ instructional efficacy. (2) The instructional efficacy of pre-service teachers varies by grade level. (3) The instructional efficacy of pre-service teachers in China varies by age. (4) There is no birthplace difference in pre-service teachers’ instructional efficacy. (5) Instructional efficacy of preservice teachers varies by the job application willingness. (6)Instructional efficacy of pre-service teachers varies by major.The results of testing whether there was an interaction between pre-service teachers’ variables and job application willingness were as follows. (1) There was an interaction between job application willingness and gender on pre-service teachers’ instructional cognitive efficacy for teaching, instructional design efficacy, and instructional efficacy. (2) Pre-service teachers’ instructional cognitive efficacy, instructional design efficacy, instructional operational efficacy, and instructional efficacy were interacted by job application willingness and place of birth. (3)There was an interaction between job application willingness and each specialty in pre-service teachers’ instructional operational efficacy, instructional monitoring efficacy, and instructional efficacy.Fourthly, there is a partially mediating role for instructional efficacy in the process of learning engagement influencing professional identity among pre-service teachers.Fifthly, job application willingness had a significant moderating effect on the role of the model. Among them, instructional efficacy of pre-service teachers who volunteered for teaching positions partially mediated the process of learning engagement influencing their career identity. The instructional efficacy of pre-service teachers who did not volunteer for teaching positions fully mediated the process of learning engagement influencing career identity.In this study, the author will provide basic data for establishing a pre-service teacher training program in China by verifying the overall level and structural relationships among pre-service teachers’ professional identity, learning engagement, and instructional efficacy. It is important to continuously improve China’s pre-service teacher training system, unremittingly enrich the educational content, and constantly develop teaching practices.Besides, in developing pre-service teachers’ competencies, relevant policies and support are also needed to enhance their professional identification with the teaching profession through learning engagement and experiences as higher education learners.Pre-service teachers in China need to make immersion a habit through their own repeated practice in order to become teachers with coaching and mentoring competencies. If teachers cannot immerse themselves in learning, how can their students make themselves to be immersive in learning? All in all, the quality of teachers determines the quality of education.
이연구는중국예비교사의직업정체성, 학습몰입과교수효능감의수준및이들변수간의관계를탐색하였다.이 연구의 연구대상은 중국 사범계열 대학교의 사범전공 본과대학 1학년에서4학년까지의 예비교사이다. 조사 대상은 중국 허난성(河南) 남부 지역의 한 개 사범계대학교 1,415명의 예비교사로서, 1,324개(회수율 93.56%)의 유효 샘플을 회수하고회수된모든샘플은이연구의데이터분석작업에사용하였다.연구에서 사용하는 측정도구는 예비교사 직업정체성 측정도구, 예비교사 학습몰입측정도구, 예비교사교수효능감측정도구이다.이연구의연구결과는다음과같다.첫째, 중국 예비교사의 직업정체성 수준은 직업소질정체성 영역에서 가장 높고직업지위정체성영역에서가장낮다.중국 예비교사의 변인별 직업정체성 차이 결과는 다음과 같다. (1) 중국 예비교사의직업정체성은성별차이가있다. (2) 중국예비교사의직업정체성은학년별차이가있다. (3) 중국 예비교사의 직업정체성은 연령별 차이가 있다. (4) 중국 예비교사의직업정체성은 출생지별 차이가 없다. (5) 중국 예비교사의 직업정체성은 교사직 자원여부에따라차이가있다. (6) 중국예비교사의직업정체성은전공별차이가있다.중국 예비교사의 변인과 교사직 자원 여부에 따라 상호작용 효과가 있는지 알아본결과는 다음과 같다. (1) 중국 예비교사의 직업가치정체성, 직업감성정체성, 전반적직업정체성에서 교사직 자원여부와 성별 상호작용효과가 나타났다. (2) 중국예비교사의 직업가치정체성, 직업지위정체성에서 교사직 자원여부와 학년별상호작용효과가나타났다. (3) 중국예비교사의직업지위정체성에서교사직자원여부와연령별 상호작용 효과가 나타났다. (4) 중국 예비교사의 직업성질정체성, 직업감성정체성에서교사직자원여부와전공별상호작용효과가나타났다.둘째, 중국예비교사의학습몰입수준은공헌분야에서가장높고활력분야에서가장낮다. 중국예비교사의변인별학습몰입수준차이는다음과같다. (1) 중국예비교사의학습몰입은성별차이가없다. (2) 중국예비교사의학습몰입은학년별차이가없다. (3)중국 예비교사의 학습몰입은 연령별 차이가 없다. (4) 중국 예비교사의 학습몰입은출생지별 차이가 없다. (5) 중국 예비교사의 학습몰입은 교사직 자원 여부에 따라차이가있다. (6) 중국예비교사의학습몰입은전공별차이가있다.중국 예비교사의 변인과 교사직 자원 여부별 상호작용 효과가 있는지 알아본 결과는다음과같다. (1) 중국예비교사의집중에서교사직자원여부와연령별상호작용효과가나타났다. (2) 중국 예비교사의 집중, 학습몰입에서 교사직 자원여부와 연령별상호작용효과가나타났다.셋째, 중국 예비교사의 교수효능감 수준은 교수감독 분야에서 가장 높고 교수설계분야에서가장낮다.중국 예비교사의 교수효능감의 수준 차이는 다음과 같다. (1) 중국예비교사의교수효능감은성별차이가없다. (2) 중국예비교사의교수효능감은학년별차이가있다. (3) 중국 예비교사의 교수효능감은 연령별 차이가 있다. (4) 중국 예비교사의교수효능감은 출생지별 차이가 없다. (5) 중국 예비교사의 교수효능감은 교수직 자원여부에따라차이가있다. (6) 중국예비교사의교수효능감은전공별차이가있다. 중국 예비교사의 변인과 교사직 자원 여부별 상호작용 효과가 있는지 알아본 결과는다음과같다. (1) 중국예비교사의교수인지효능, 교수설계효능, 교수효능감에서교사직자원여부와 성별 상호작용효과가 나타났다. (2) 중국 예비교사의 교수인지효능, 교수설계효능, 교수조작효능, 교수효능감에서 교사직 자원여부와 출생지별상호작용효과가 나타났다. (3) 중국 예비교사의 교수조작효능, 교수감독효능, 교수효능감에서교사직자원여부와전공별상호작용효과가나타났다.넷째, 중국 예비교사의 학습몰입이 직업정체성에 영향을 미치는 과정에서교수효능감의부분매개효과가있다.다섯째, 교사직 자원여부는 모형의 작용에서 유의한 조절 효과를 나타낸다. 그 중교사직을 자원한 중국 예비교사의 교수효능감은 학습몰입이 직업정체성에 영향을미치는 과정에서 부분 매개 효과가 있다. 교사직을 비자원한 중국 예비교사의교수효능감은 학습몰입이 직업정체성에 영향을 미치는 과정에서 완전 매개 효과가있다.이연구에서는 중국예비교사의직업정체성, 학습몰입, 교수효능감의전반적 수준및구조적 관계를 살펴봄으로써 중국 사범계열 대학에서 예비교사 양성 계획을 수립하기위한기초자료를제공할것이다.중국 예비교사의 양성교육 시스템을 부단히 개선하고 교육내용을 풍부하게 하고교육실천을 계속 전개해야 한다. 또한 예비교사의 역량 개발 과정에서 예비교사는고등교육에서부터 학습자로서 학습몰입 활동 및 경험을 통해 교사직에 대한 직업적정체성을 향상하기 위한 정책적 지원과 노력이 요구된다. 중국 예비교사가 학습지도능력이 있는 교사가 되기 위해 스스로 반복적인 연습으로 몰입을 습관화하여야 한다.교사가 스스로 학습에 몰입할 수 없으면서, 학생이 학습에 몰입하게 하는 방법을알려줄수는없다. 결국교육의질을결정하는것은교사의훌륭한자질과태도이다.