A Research On Professional Identity Of Transferred Teachers In Kindergatren

On November21,2010, China state council issued the Several Opinions on theCurrent Development of Pre-school Education which clearly put forward that "theresidual primary and secondary school teachers after training can be transferred to thepreschool education". As a result, large numbers of transferred teachers in kindergartenshave emerged. To a certain extent this policy eases the current status of being short ofenough preschool teachers. However whether this policy can improve the quality ofpreschool education quality is needed to be studied. The research as the professionalidentity of transferred teachers in kindergarten a starting point, mainly studied the statusand the factors of the professional identity of transferred teachers. The research canprovide a theoretical basis for the introduction of relevant policies.Based on the previous studies this study developed a questionnaire to examine thethe status of professional identity of transferred teachers in kindergarten and alsothrough conducting a questionnaire survey of175transferred teachers in kindergartenand a deep interviews of30transferred teachers in kindergarten. The research findingsshowed that:(1) generally, the level of professional identity of transferred teachers ishigh with average score in all dimensions M=4.29, which is greater than the theoreticalmedian of career identity M=3;(2) The improvement of social status of teachers inkindergarten and the satisfaction of psychological need of transferred teachers is themain reason to lead to a high professional identity. By the way, teachers’ interpretationfor the significance of being selected to take part in the training which may affect theirprofessional identity.(3) The level of transferred teachers’ professional identity appearsto be high, in fact, is not high. This high score of professional identity does not meanteachers’ of preschool education really identify well, they are still in the relativelysuperficial stage, lack of dinternal professional identity.(4) The transferred teachers arelack of vocational sense of accomplishment, pride and interactive support ecologicalenvironment, which is the main reason for the lack of deep-seated professional identity.(5)transferred teachers’ professional identity existed significant difference in thevariables of different transfer motivation, different positions, different taught subjects ofprimary and secondary schools, kindergarten teaching age, wage levels, different farm level and the nature of this significant difference on several variables; and no significantdifference was found in the variables of age, marital status, educational background,professional titles, teaching experience of primary and secondary schools, class size.The motivation of job-transfering, kindergarten teaching experience, salary level and thenature of kindergarten job-transfer influenced teachers’ professional identity levelsignificantly. At last, to improve status quo and characteristics of professional identity oftransferred teacher in kindergarten the author put forward some suggestions such asstrengthening social awareness of preschool teachers’ professional recognition, relatedagencies of transferred kindergarten teachers providing the necessary pre-service orin-service training, regulating the "mentoring" support system, establishing the perfectperformance evaluation system, building positive interpersonal support ecologicalenvironment to transferred kindergarten teachers professional identity using variousmeans to promote teacher professional development of kindergarten transfers.