The Study On Kindergarten Teachers' Professional Identity And Their Professional Development Of Lanzhou

The professional identity refers to the positive evaluation the individual render to his career. Related to how much he loves his work and how he evaluates it, the professional identity of a kindergarten teacher, on the one hand, is a prerequisite as well as a guarantee for him to do his work well. It is not only the requirement of the development of teachers to attach importance to the self-development of kindergarten teachers and to improve their qualities, but also of better serving for the preschool children and their parents. The more intense of the professional identity, the more progress it brings to the development of kindergarten teacher majors. Therefore, it is of great significance for the development of teachers to study the professional identity of kindergarten teacher.Through research and analysis, this paper aims to reveal the present situation of the professional identity of kindergarten teachers in Lanzhou by using such methods as questionnaire, interviews, bibliography and so on. Then it studies in details the professional identity of teaches in respect of the population statistics variables to analyze the reasons for the differences in the professional identity of kindergarten teachers in Lanzhou, based on which, the right measures and suggestions are to be put forward to enrich the research of kindergarten teacher majors and to further enhance their professional identity, resulting in promotion of the kindergarten teacher majors' development.What have been found out are as follows:1. The level of professional identity of kindergarten teacher majors in Lanzhou is generally high.2. To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1) the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2) the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3) the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4) those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5)those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6)those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.3. In terms of other elements, such as "whether the kindergartens serve the executive posts", "single or married", "the class they are teaching in" and "the number of children in the class", there are no sharp differences.According to the findings, the following suggestions on how to strength the professional identity of kindergarten teachers are put forward:1. to overcome kindergarten teachers' burnout in the profession; 2. To enhance qualities of the kindergarten teachers and to improve the public's belief; 3. to provide more humane care for the beginners and various opportunities for them to study; 4. to offer more teaching practice opportunities to the student teachers in kindergarten as well as abundant support with clearer aims.