Research On Professional Identity Of Private Kindergarten Teachers

At present,the research on the professional identity of private kindergarten teachers is a new perspective of teaching reform and teacher professional development of early childhood education.It not only becomes effective tool to analysis and explains the phenomenon of early childhood education and problems,but also analysis of early childhood education policy implementation and guidance is the important intermediary of kindergarten education practice.Private kindergarten teachers in their daily teaching practice in early childhood education for their professional identity awareness and understanding, and a deeper level of perception and recognition, which not only to transform their own early childhood teaching attitudes, skills and values, and is also promoting private kindergarten teachers themselves an important factor in professional development,even in a large extent or stable private kindergarten teachers and enhance the important guarantee for private kindergarten teachers’ professional qualities. Therefore, the matching degree of professional identity of private kindergarten teachers and the teaching of early childhood education, to a large extent, will affect the success of preschool education reform.Therefore,the main purpose of this study is to investigate the current situation and characteristics of the present stage private kindergarten teachers’ professional identity.On the basis of this study was to the Southwest 321 private kindergarten teachers for the study, based on analysis of the literature and theoretical carding, interviews and analysis of predictive coding questionnaire analysis, the values of private kindergarten teachers’ professional identity, continued commitment, competent performance, interpersonal support, knowledge and skills to five dimensions, the preparation of a "private kindergarten teachers ’professional status questionnaire" as a research tool to obtain research data, analyze the private kindergarten teachers’ professional identity characteristics.In addition,this study in order to improve the situation of private kindergarten teachers’ professional identity and promote its recognition of their professional identity,proposed education-related recommendations.The conclusions of the study are as follows:(1)The professional identity of the private kindergarten teachers is a structure consisting of many components, which mainly includes five dimensions, including values, continuous commitment, competence,interpersonal support, knowledge and skills,and a total of 29 items.Furthermore,in this study, self-made "private kindergarten teachers’ professional identity questionnaire" is a relatively good reliability and validity of measurement tools.(2)Private kindergarten teachers’ professional identity in all aspects of development is not stable, high and low, in comparison to all factor scores in the private kindergarten teachers’ professional identity values is highest, the lowest overall interpersonal support, shows the existence of vague state recognition and evaluation of their professional identity of the private kindergarten teachers. Among them, at the age of kindergarten, school age, monthly income, position, education, kindergarten is located, the difference of different factors on the kindergarten level of private kindergarten teachers’ professional identity is very significant, with age, kindergarten seniority, monthly income, position, degree of growth(or increase), private kindergarten teachers professional identity of its own the sense of identity is gradually enhanced, but with lower kindergarten geographical level and kindergarten grade, kindergarten teachers for their own people professional identity of the sense of identity is a downward trend; the gender and the nature of the kindergarten these two factors have no significant difference on the professional identity of private kindergarten teachers.