Examining the Effect of the Public Funded Teacher Education Program Through a Comparison Between Ordinary and Public Funded Student Teachers

To examine the effect of the public funded teacher education (PFTE) program in China, this study examined student teachers’ academic performance and other educational aspects. Using convenient sampling method, data were collected through a self-report survey. A total of 211 public funded student teachers (PFSTs) and 305 ordinary student teachers (OSTs) were obtained. The results of t-tests and structural equation modeling analysis revealed that: (a) OSTs invest more spare time in learning and perform better in compulsory course, (b) PFSTs are more active in teaching skill competition involvement and have higher levels of professional identity (i.e., intrinsic value identity and volitional behavior identity), and willingness to engage in teaching profession, (c) perceived faculty support positively predicts both student teachers’ willingness to engage in teaching profession through the mediating effects of professional identity, (d) compared to OSTs, perceived faculty support has a higher impact on PFSTs’ professional identity. Implications for the PFTE program were discussed.