A Case Study Of Male Kindergarten Teacher: Narrative Inquiry On Professional Identity

The vital policies of education are based on teachers. They are organizers and performers of the education activities and essential factors of the education revolution to the success. With the boost and the penetration of the education revolution, the function of a teacher is gradually appearing. The professional development of teachers is attracting people's attention more and more strongly and has become a hot issue in the education research area. As the core of the professional development of teachers, professional identity is naturally being magnetized and it has become the focus of this research. Professional identity means that as a teacher, he or she holds the complete point of view of the value and significance of being such profession. It is the inner drive of realizing the improvement of his or her own major and the core of perceiving the working condition, endowing with the bearing and taking action. The kindergarten is mainly based on female teachers and the kindergarten teacher is always being considered as a feminine major. Confronting such stiff social impression, male teachers, stepping into this education practice field whose teacher culture is entitled feminine, face problems like how to understand and construct the conception, purport, and the confidence of being a kindergarten teacher, which are the keys of leading the development in their major direction and influencing the depth of his field. So it is especially necessary to dig in and discuss the professional identity of male teachers.This research adopts case study method based on Teacher Zhao, Xiao, and Li. By making interviews in depth, the author informed about their stories of becoming a kindergarten teacher, and practicing in the instruction and education domain in kindergarten. This paper also discusses and analyses the connotation, origin, development process, and the other factors through depicting and annotating teacher Zhao's 'transforming study', Xiao's 'making relations to himself, and Li's 'thinking reversely'. And founded on these cases, several concise suggestions have been discussed relating to enhancing the positive construction direction of male kindergarten teachers and the life-long study of self-improvement.