李焕玉1，沈波2，3，LI Weidong4
(1.武汉体育学院 体育教育学院，湖北 武汉 430079；2.华中师范大学 体育学院，湖北 武汉 430079；3.韦恩州立大学，美国 底特律 48201；4.俄亥俄州立大学，美国 俄亥俄 43210)
摘 要：系统考察教育实习全过程中从教动机与教学准备感及从教意愿的共变关系。以239名职前体育教师为调查对象，采用纵向追踪设计在教育实习前、中、后3个阶段分别对其从教动机、教学准备感及从教意愿进行追踪调查。结果显示：适应性内在动机与适应性外在动机的初始水平对教学准备感和从教意愿的初始水平，均具有显著预测作用(β=0.566、0.856、0.540、0.812，P<0.01)；适应性内在动机与适应性外在动机的变化速率对从教意愿的变化速率，均具有显著预测作用(β=0.428、0.657，P<0.01)；适应性外在动机的变化速率对教学准备感的变化速率也具有显著预测作用(β=0.240，P<0.05)。研究揭示适应性从教动机的初始水平及其变化速率影响机制的差异性：适应性内在动机与外在动机的初始水平对职前体育教师教学准备感与从教意愿的初始水平具有显著影响；适应性外在动机的变化速率会显著影响其教学准备感与从教意愿的变化速率，而适应性内在动机的变化速率仅显著影响其从教意愿的变化速率。研究建议，在专业社会化阶段及其关键期(教育实习期)，通过有效培养和激发职前体育教师的适应性动机，进而提升其“适教能力”和“乐教态度”，对于建设稳定且高素质专业化的中小学体育教师队伍具有重要现实意义。
关 键 词：职前体育教师；从教动机；教学准备感；从教意愿；专业社会化；教育实习
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2026)03-0106-09
Covariation relationship between teaching motivation, teaching sense of preparation, and teaching willingness for pre-service physical education teachers
——Evidence from a longitudinal tracking based on the critical period of professional socialization
LI Huanyu1，SHEN Bo2, 3，LI Weidong4
(1.School of Physical Education，Wuhan Sports University，Wuhan 430079，China；2.School of Physical Education and Sports，Central China Normal University，Wuhan 430079，China；3.Wayne State University，Detroit 48202，USA；4.Ohio State University，Columbus 43210，USA)
Abstract: This study aims to systematically investigate the co-variation relationship between teaching motivation, teaching sense of preparation, and teaching willingness throughout the entire process of students’ educational practicum. A sample of 239 pre-service physical education teachers were recruited as subjects, and by employing a longitudinal tracking design to conduct follow-up surveys on participants’ teaching motivation, teaching sense of preparation, and teaching willingness at three distinct stages such as before, during, and after educational practicum. Results showed that: the initial levels of adaptive intrinsic motivation and adaptive extrinsic motivation significantly predicted the initial levels of teaching sense of preparation and teaching willingness (β = 0.566、0.856、0.540、0.812，P < 0.01); the change velocity in adaptive intrinsic motivation and adaptive extrinsic motivation both significantly predicted the change velocity in teaching willingness (β = 0.428、0.657，P < 0.01); and the change velocity in adaptive extrinsic motivation significantly predicted the change velocity in teaching sense of preparation (β = 0.240，P < 0.05). This study revealed the differences in the influencing mechanism of the initial level and change velocity of adaptive teaching motivation. Specifically, the initial levels of adaptive intrinsic motivation and adaptive extrinsic motivation significantly affected the initial levels of teaching sense of preparation and teaching willingness among pre-service physical education teachers, the change velocity of adaptive extrinsic motivation significantly influenced the change velocity of both teaching sense of preparation and teaching willingness, while the change velocity of adaptive intrinsic motivation only significantly affected the change velocity of their teaching willingness. The study suggests that during the critical period of professional socialization like educational practicum, effectively cultivating and stimulating pre-service physical education teachers’ adaptive motivation to further enhance their competence in teaching and attitude of enjoying teaching holds critical practical implications for building a stable, high-quality, and professional team of physical education teachers in primary and secondary schools.
Keywords: pre-service physical education teachers；teaching motivation；teaching sense of preparation；teaching willingness；professional socialization；educational practicum