The Second Career Teacher's Self-monologue

Turn kindergarten teachers in response to the country to carry out rural primary and secondary school pattern adjustment and vigorously develop the rural pre-school education generated new groups.The emergence of this special group,to solve the rural kindergarten lack of teachers of the status quo for the rural pre-school education to flourish into the fresh blood.But the rural transfer kindergarten teachers to kindergarten after the professional identity of the existence of problems,professional development is valued,still worthy of attention.The professional identity of teachers is of great significance to the development of individual teachers 'professional development and the improvement of the quality of education and teaching.The research object of teachers' professional identity is mainly focused on primary and secondary school teachers,relatively few children's teachers,Research is less and less.Therefore,this study is based on the position of kindergarten teachers in rural areas,exploring the factors that affect their professional identity,revealing the real thoughts of the teachers in the transfer,so as to enrich the relevant theories of teachers' professional identity and make a modest contribution to improve the quality of rural pre-school education.In this study,we use the methods of narrative research to select the two rural kindergarten teachers as the research object.By listening to their transfer stories,we analyze the influencing factors of the professional identity of the rural kindergarten teachers and explore the factors that make the rural kindergarten teachers in trouble.What are the factors that allow kindergarten teachers to persist in professional development in their predicament.By describing the story of Song teacher's "full of thorns," and Wang's teacher,"I have a relationship with the early childhood education." The researchers found that the factors that affect the professional identity of the rural kindergarten teachers are mainly personal factors and external environment,Specifically from the personal level,kindergarten environment,transfer system of these three levels were analyzed,including personal level,including professional awareness: my eyes in early childhood education;professional quality: I am not a professional kindergarten teachers;self-image: I am a kind of kindergarten teacher.Through the analysis,it is found that the teachers of rural transfer kindergarten teachers are faced with the difficulties of professional cognition,the lack of professional accomplishment and the limitation of their own conditions,the disharmony of kindergarten environment and the unreasonable transfer system.These problems are not conducive to the transfer of kindergarten teachers Professional identity of the establishment,but the transfer teachers still adhere to the post of kindergarten teachers,and constantly promote their professional development,for the children's tomorrow and the development of rural pre-school education play a role.In order to improve the difficulties faced by kindergarten teachers in rural areas,this study mainly puts forward some suggestions on how to promote the professional identity of kindergarten teachers in rural areas.First of all,the transfer of teachers to take the initiative to learn professional knowledge,enhance professional quality;reconstruction work value.Second,continue to improve the transfer system,select the appropriate teacher transfer,to mobilize the enthusiasm of teachers;strict implementation of a reasonable system to protect the rights and interests of teachers transferred.Finally,the kindergarten should create a favorable environment for the transfer of teachers to feel the sense of belonging;for the transfer of teachers to provide their own platform to stimulate the transfer of teachers' sense of ownership;at the same time provide a variety of forms of learning to help transfer teachers to meet their professional development needs.