Research On Kindergarten Teachers’ Cognition Of Gender Role Differences In Professional Competence

There are differences in gender roles among kindergarten teachers,as well as genderbased division of labor.As an important part of the professional standards of kindergarten teachers,professional competence is the core of measuring the quality of kindergarten teachers.Based on professional competence,this study analyzes kindergarten teachers’ cognition of gender role differences in this group,and uses Postmodern Feminist theory as the theoretical basis analyzes and examines their cognition.The purpose of this study is to correct kindergarten teachers’ cognition of this and promote the development of their professional competence based on a high degree of respect for the differences between male and female teachers.This study takes 16 kindergarten teachers of different genders in W City as the research object,and uses interview survey method to deeply understand their cognition of gender role differences and there influencing factors.Based on the grounded theory,Nvivo12 Plus software is used to analyze the original data,and the following results are obtained:On the one hand,interviewed teachers believe that there are certain gender role differences between male and female teachers in the seven dimensions of professional competence,the specific differences are reflected in 19 competence such as the training of class routines.On the other hand,the interviewed teachers believe that the differences in professional competence between male and female teachers stems from 15 congenital and acquired factors,and the role of acquired factors is greater than that of congenital factors.Among them,congenital factors include biological and psychological factors,while acquired factors include the influence of teachers’ families,social culture,kindergarten environment,and constraints of industry realities.Through the analysis of the knowledge of the interviewed teachers,it is found that the kindergarten teachers’ cognitions of gender role differences in professional competence is affected by three-dimensional factors.Among them,macro factors include gender stereotypes,social members’ professional positioning and expectations for kindergarten teachers,medium factors include the cultural atmosphere of the kindergarten,the gender structure of kindergarten teachers,and micro factors include teachers’ age,gender,gender role attitudes,and alternative experience.Based on this,kindergarten teachers should abandon the tendency of essentialism and correctly view gender differences,avoid the trap of disciplinary gaze and exert subjective initiative,break gender dualism and form a community for teacher development.Kindergartens should create an open,inclusive,and competence oriented humanistic environment,properly allocate resources based on gender equity,plan teacher development based on consideration of personality.