理清师范生报考心理机制，是提升生源适配性和优化人才培养质量的关键。本研究通过深度访谈20名在读地理师范生，探究其专业学习过程中的真实体验与实际需求。结果显示，师范生报考动机可分为外在动机与内在动机两类。外在动机呈现出由外部调节、内摄调节、认同调节到整合调节的梯度特征，体现出从受控动机向自主动机的逐步转化；内在动机则主要以学科兴趣和职业理想为核心驱动力。就业压力的外部干扰，致使动机转化过程伴随着选择冲突与专业认同失衡。在明确各类特征的基础上，本研究从政策精准施行、提升中学阶段专业认知、强化高校培养体系适配性与推进师范生自主职业发展等方面进一步提出了针对性的建议。

Clarifying the psychological mechanisms behind teacher education students' application decisions is crucial for enhancing student source compatibility and optimizing talent cultivation outcomes. Through in-depth interviews with 20 geography teacher education students, this study explores their authentic learning experiences and practical needs. The fi ndings reveal that application motivations can be broadly categorized into extrinsic and intrinsic types. Extrinsic motivations exhibit a gradient progression from external regulation to internal regulation, identity regulation, and integration regulation, refl ecting a gradual shift from controlled to autonomous motivation. Intrinsic motivations are primarily driven by disciplinary interest and career aspirations. Additionally, external interference from employment pressure leads to selection confl icts and imbalance in professional identity during the motivation transformation process. Based on these characteristics, targeted recommendations are proposed, including precise policy implementation, enhanced professional awareness at the secondary education level, improved alignment of university training systems, and promotion of autonomous career development for teacher education students.