A Study Of Professional Identity Of Pre-school Education Postgraduate Students

In recent years,preschool education has developed rapidly under the support of national policies,and the cultivation of preschool education talents has also attracted much attention.The degree of professional identities of post-graduate masters in pre-school education largely indicates the development of pre-school education majors in higher normal colleges and universities,and affects the professional development of students.With the continuous expansion of the higher education undertakings and the expansion of the enrollment of graduate students,graduate student training issues have shown some deficiencies and exposed many problems in the training process.For example,the development of vague positioning,low recognition,and "re-study of light skills" have caused the outside world to question the graduate students.Based on this,this study takes graduate students of pre-school education in different higher normal colleges as subjects and conducts research on their professional identity.Through questionnaires and interviews,the current status and influencing factors of pre-school education masters' professional identity were sorted out and analyzed.The study reached the following conclusions:(1)The pre-school education master's professional identity is at a relatively high level overall.In the three dimensions of professional identity,professional behavior has the highest recognition,followed by professional cognition and professional emotion.(2)There are no significant differences in professional recognition and professional behavior between the teachers' teachers colleges,the provincial key teachers colleges and the Provincial Normal Normal Colleges and universities.The professional identity of the teachers' teachers' colleges and the Provincial Normal Normal Colleges and universities has significant differences in professional emotion,and the key teachers' colleges and the Provincial Normal Colleges and universities are in the specialty.There are significant differences in emotion.The professional identity of thepostgraduate students of the pre school education of the teachers' colleges and universities is significantly higher than that of the master's graduate students in the Provincial Normal Normal Colleges and universities.The professional identity of the postgraduate students in the key teachers' colleges and universities is significantly higher than that of the master's graduate students in the provincial normal normal colleges.(3)There are significant differences in the degree of professional identity of postgraduate masters.The postgraduate students of pre-school education have higher recognition of professional cognition and professional emotion than pre-school graduate students,and their professional behavior is lower than that of pre-school postgraduate students.(4)There is no significant difference in the professional identification of postgraduates in pre-school education between gender,grade,cross-professional,comprehensive performance,student source,and voluntary choice.Through questionnaires and analysis of the contents of the interviews,it was clarified that the factors affecting the professional identification of post-graduate masters in pre-school education include:(1)The characteristics of the students themselves(personality suitability,interest,career choices for the future;(2)Professional course setting,employment prospects and professional learning conditions;(3)Professional status in schools and society.According to the characteristics and influencing factors of pre-school education masters' professional identity,this paper puts forward the strategy to improve the professional identification of master graduate students in pre-school education.From the students' correct attitude,strengthen the professional adaptability,the university grasps the development opportunities,strengthens the professional development and the national system guarantees.The policy promotion focuses on three aspects,including:(1)Changing the concept,clarifying its own orientation and development direction;(2)Adjusting the mentality,and steadily developing in professional learning;(3)Planning career development in a rational way and giving full play to its advantages;(4)Optimizing professional courses set up;(5)Improve the professional learning conditions inside and outside the school;(6)The state pays attention,the system and the policy give mutual assistance;(7)Upward and effective,the society and the school work together.