本研究基于社会心理学的视角、采用以个体为中心的分析方式，探究我国公费师范生到新教师从教第一年的职业认同转变模式、影响因素、作用结果。通过纵向调查研究（Longitudinal survey research）的设计，本研究对236名公费师范生从部属师范大学毕业到从教一年后开展了为期一年的量化追踪研究。数据主要采用潜在转变分析（Latent transition analysis）、Logistic回归的方式进行分析。

研究结果发现，我国公费师范毕业生从教第一年的职业认同转变存在“内在升高型”、“积极稳定型”、“降低型”三种不同的转变模式。职前经历、学校环境、教师个体因素对职业认同转变均有不同的显著影响。职前教育对职业认同转变的影响具有“两面性”，从教准备度、课程与实习满意度越高，职业认同转变模式越有可能是“积极稳定型”，其次是“降低型”、“内在升高型”。合作型的学校氛围、支持型领导、来自于师徒指导、入职培训的支持、家长的支持均有利于教师职业认同发生积极稳定的转变，而过重的工作负担会造成教师职业认同的消极改变。在教师个体因素上，适应力能促成职业认同积极稳定转变。从教第一年后的职业认同类型对教师的离职意愿、工作活力有显著的影响，职业认同类型越积极，离职意愿越低，工作活力越高。本研究的结果对揭示教师职业认同随时间的发展方式具有理论意义，对教师教育项目、学校领导者提升教师职业认同、促进教师走上积极的专业发展道路具有实践意义。

Drawing on a socio-psychological theoretical perspective on identity and a person-centered analytical view, the current study investigates the patterns, influencing factors, and outcomes of professional identity transition among Chinese government-funded preservice teachers during their first year of teaching. Utilizing a longitudinal survey research design, the study collects quantitative data on 236 government-funded preservice teachers, following them from their graduation at their teacher training institution to their first year of teaching. Data analysis primarily employs latent transition analysis and logistic regression.

The findings revealed three distinct patterns of professional identity transition in the first year of teaching for Chinese government-funded preservice graduates: the “intrinsic elevation” pattern, the “positive steady” pattern, and the “decline” pattern. Pre-service education has a “dual nature” impact on the transition of professional identity. A higher level of teaching preparedness, satisfaction with courses and placements, correlates with a higher likelihood of a “positively steady” pattern of professional identity transition, followed by the “decline” pattern and “intrinsic elevation” pattern. Collaborative school climate, supportive leadership, mentor guidance, induction support, and parental support all contribute to a positive and stable transition in teachers’ professional identity. Conversely, an excessive workload can lead to a negative change in teachers’ professional identity. On an individual level, adaptability promotes a positive and stable transition of professional identity. The type of professional identity one adopts after the first year of teaching significantly influences teachers’ turnover intention and subjective vitality. The more positive the professional identity, the lower the turnover intention and the higher the subjective vitality. The results of this study hold theoretical significance in shedding light on the developmental trajectories of teacher professional identity over time and have practical implications for teacher education programs and school leaders aiming to enhance teacher professional identity and promote teachers’ positive professional development paths.