The Analysis Of Professional Engagement Of Preschool Bilingual Teachers In The South Of Xinjiang

Professional quality is the core of the teacher professional development, as wellas the precondition and the key to improve the quality of teaching. As an importantconstitute part of structure of teacher professional quality, the teacher professionalaffection has a significant lead and regulation, and it is the inner drive system topromote teachers’ development and improve the quality of their teaching. Betterprofessional affection can promote teacher professional development, it willseriously constrain the development of bilingual teacher contrarily. For the preschoolbilingual teachers in the south part of Xinjiang, better professional affection canmake them teach children more better, and can lay a good foundation for the laterdevelopment of young children.The text is divided into five parts:Part one: introduction. It illuminates the theoretical and realistic background,introduces and analyzes the present situation in details, to obtain the purpose and thevalues of research, and puts forward the thought and the method of the research.Part two: ecological systems theory is the new thinking in the research ofprofessional engagement. From the generation and the evolution of ecology, ecologyis in the research of the teachers’ professional development. And focuses on thereason why the ecological systems theory is selected.Part three: the status of the professional affection of the preschool bilingualteachers in the south part of Xinjiang. This research takes the preschool bilingualteachers in rural areas in Aksu as research object, mainly to study the status of theprofessional affection of the preschool bilingual teachers. The result shows that: theprofessional affection of preschool bilingual teacher is at the middle level ingeneral，but there are differences in the specific dimensions: the professional idealhas a higher overall level and a more equal level, but part of the teachers’professional philosophy is vague, and emphasis on the accumulation of experience;the professional sentiment has a downturn level, and some teachers lack ofenthusiasm towards work and students; the professional self has a higher level, butthe gap is large, and the sense of self-monitoring and self-consciousness are in alower level.Part four, ecology analysis of teachers’ professional engagement. In theperspective of ecological systems theory posed by Urie Bronfenbrenner, combiningwith questionnaire and interview results, analyze the causes of the professionalaffection of preschool bilingual teachers from microsystem, mesosystem, exosystem and macrosystem. The microsystem includes seven aspects, they are high familysupport, the key events and key figures and so on. Microsystem does not form apositive or good contact. The exosystem includes three aspects, they are the nature ofpreschool teachers, the level of the teachers’ wages, and the traditional culture notpaying much attention to preschool education. The macrosystem includes twoaspects, one is the community thinking highly of preschool bilingual education thanbefore, the other one is the capital of the teachers.Part five, suggestions, explore how to promote the level of professionalaffection of preschool bilingual teachers. According to the reasons proposed in theforth part, propose suggestions to improve the professional affection of preschoolbilingual teachers from the following three aspects: microsystem, exosystem andmacrosystem.