| A hundred years of life is founded on early childhood education,and preschool education is closely related to the healthy growth of hundreds of millions of children.In recent years,China has made efforts to build a school system with inclusive resources as the mainstay.In 2022,China’s inclusive resources for preschool education further increased,and the proportion of inclusive kindergartens in the country was 84.96%.Most counties in China have a large demand for inclusive preschool education,but there are fewer public kindergartens in the counties,so inclusive private kindergartens are needed to make up for the lack of inclusive preschool education resources in the counties,and the stability of the teaching force is an important factor affecting the quality of inclusive private kindergarten education.Therefore,the mobility of teachers in inclusive private kindergartens in county areas needs to be taken seriously.This study adopts a narrative research approach to study the mobility of teachers in inclusive private kindergartens in the county area.Through an in-depth analysis of the mobility of four inclusive private kindergarten teachers in County H,we hope to investigate and summarise the characteristics and influencing factors of the mobility of teachers in inclusive private kindergartens in the county area and propose corresponding improvement strategies,with a view to promoting The study aims to identify the characteristics and factors influencing the mobility of teachers in inclusive private kindergartens in county H,and to propose strategies to enhance the mobility of teachers in inclusive private kindergartens in county H.Based on the previous literature review,this study collects a large amount of empirical materials related to the mobility of the teachers under study by going into the daily and working practices of four inclusive private kindergarten teachers in H County,using interviews and textual analysis.Based on theories of social mobility and educational ecology,we analyse the mobility of the teachers of inclusive private kindergartens in the county from three dimensions: macro,meso and micro,and explore the mobility characteristics and influencing factors behind their mobility stories.After summarising the findings,we found that the characteristics of the mobility of teachers in inclusive private kindergartens in the county area are: the strong willingness to move,the diversity of reasons for moving,the autonomy of the choice of moving,the county of the path of moving and the multi-directionality of the direction of moving.The mobility of teachers in inclusive private kindergartens in the county area is influenced by three factors: individual,kindergarten and regional factors.Individual factors include teachers’ career beliefs and career plans;kindergarten factors include leadership style,management system and organisational support;and regional factors include regional economy,regional politics and regional culture.Thus,this study proposes strategies to promote the positive mobility of inclusive private kindergarten teachers in the county from three levels: the individual teacher,the kindergarten and the county government.Individual teachers can enhance their self-awareness and focus on the overall improvement of their professionalism: internalise their knowledge and form their professional beliefs;identify themselves and plan their careers;and improve their literacy to achieve self-fulfilment.At the kindergarten level,we can improve the management model and provide support for teachers’ professional development: we can put our hearts and minds into it and focus on humanistic care;we can strengthen management and develop a reasonable system;and we can support teachers’ development for mutual benefit.At the county government level,support can be increased to improve the quality of education in inclusive private kindergartens: strengthen supervision to ensure the implementation of preschool education policies;ensure precise and inclusive benefits and pay attention to the welfare of early childhood teachers;and expand publicity to increase public recognition of the teaching profession. |
