| In recent years,China has made great efforts to build a public service system for preschool education,and remarkable achievements have been made in the development of preschool education.Universities and colleges are also vigorously developing preschool education major,improving the educational level of kindergarten teachers,and expanding the scale of undergraduate and professional master training.High-level preschool education major students are characterized by high comprehensive quality and solid subject knowledge.They are the main source of kindergarten teachers and valuable resources in the industry.Their career choice is directly related to the development of preschool education.However,a large number of undergraduate and postgraduate students do not choose to work in kindergartens after graduation,and the turnover rate after entry is high.After professional and systematic learning and training,many preschool students choose to "avoid" in employment,which obviously deviates from the requirement of paying attention to the cultivation of teachers moral feelings in the education of normal majors.What are the influencing factors and forming mechanisms of contradictions and conflicts in their professional identity in the field of preschool education?This study adopts the qualitative research method,selects the preschool education major students in Y University as the research object,through in-depth interview and data analysis,explores the status quo and characteristics of the vocational cognition of the preschool education major students in Y University,and then analyzes the key factors affecting their professional identity and the formation mechanism of the vocational identity crisis.This study found that the professional feelings of preschool education mainly focus on the four aspects of professional experience,salary and treatment,working environment and social recognition,which are manifested as the key local concepts such as "tired work","unreasonable salary and treatment","unideal working environment" and "low social status".The occupational cognition of interviewees showed the characteristics of "personal stand is dominant","negative cognition is dominant" and "role conflict".The process of professional identity itself is dynamic and closely related to individual vocational cognition and vocational emotion.Individual factors,family factors,school factors,industry factors and social factors will lead to students’ negative vocational feelings,experience and cognition,which will affect the professional identity of preschool education major students.In the perspective of family factors,the family members’ prejudice towards the kindergarten teacher profession weakens the students’ sense of family support.In the perspective of college education,they ignore the cultivation of students’ professional emotion and professional belief,and there are shortcomings in the cultivation of students professional quality,which makes students feel frustrated and alienated.In the perspective of the profession and society,the personality and characteristics of children,the negative emotions of preschool teachers,the irrational participation of preschool parents,and the low social prestige of preschool teachers all lead to the contradictions and conflicts of students on preschool education major and future career development.The formation of occupational identity crisis is an evolution process that has experienced the interweaving influence of individual factors,family factors,school factors,industry and social factors,which is manifested in three levels of psychological crisis of survival occupational identity,attribution occupational identity and success occupational identity. |
