Research On Professional Identity Of Kindergarten Teachers Of Preschool Education Graduates

The high level of professional identity of kindergarten teachers is an important factor affecting the healthy development of preschool education.Through questionnaire survey and interview,this paper investigated and studied the status quo,problems and influencing factors of the professional identity of kindergarten teachers who graduated from the preschool education major of X University in previous years,and put forward targeted suggestions for promoting the development of their professional identity.This study compiled and tested "Questionnaire on Professional Identity of Kindergarten Teachers of Pre-school Education Graduates" by collecting and sorting out existing literature and pre-research data and referring to expert opinions.The questionnaire has been tested and revised,and has good reliability and validity.The research dimensions of professional identity of preschool education graduates kindergarten teachers are determined as professional values,professional emotion,professional investment,competence and professional environment.The above questionnaire was used to conduct a research on 326 undergraduate students majoring in pre-school education from X University,and the research findings were as follows:(1)The professional identity level of preschool education major graduates of X University is relatively high;The identification level of different dimensions from high to low is professional value,competence,professional investment,professional environment,professional emotion;(2)There are significant differences in the professional identity of preschool education graduates from X University in age,teaching age,position,organization,marital and child-bearing status and urban and rural areas.There were no significant differences in gender and school grades.Individual dimensions have significant differences in title,income and the nature of the school;(3)Under the background of different career development cycles,there are significant differences in the professional identity of graduates majoring in pre-school education.With the continuous development of the career development cycle,the career identity shows a gradually increasing trend,and there are different development characteristics;(4)From the perspective of society,the factors that have a greater impact on the professional identity of preschool education graduates are the salary,working environment and development prospects of kindergarten teachers;From the school level,the factors that have a greater impact on the professional identity of preschool education graduates are theoretical knowledge,teaching skills and artistic skills.From the individual level,the factors that have a greater impact on the professional identity of preschool education graduates kindergarten teachers include educational ideals and beliefs,teaching ability and work efficiency.The research found that the problems existing in the professional identity of preschool education graduates are as follows: the professional identity of preschool education graduates still needs to be strengthened;The lack of organization leads to the instability of the occupation tendency of kindergarten teachers in the career entry period;Undergraduate students of preschool education major have not a comprehensive understanding of school curriculum setting;Educational practice weakens some students’ expectation and identification of kindergarten teacher profession;Kindergarten teachers face different professional identity dilemmas under different career development cycles.In view of the above problems,this study puts forward the following suggestions: strengthen the vocational identity education of preschool education undergraduates;Accelerate the solution of the staffing problem of new kindergarten teachers,and stabilize the number of teachers;Comprehensive and objective understanding of kindergarten teachers should have professional quality,break the original prejudice;Strengthen the teaching management in the educational practice,implement the teaching mode of "double tutor system";Focus on the professional development needs of kindergarten teachers under different career development cycles.