A Research On Professional Identity Of Preschool Teachers In Xinjiang

Professional identity is the driving force for the professional development of preschool teachers and it concerns the professional development of preschool teachers.The study on professional identity has paid less attention to kindergarten teachers in ethnic minority areas.Therefore,this study takes preschool teachers in Xinjiang as the research object and aims to make the public understand the characteristics of preschool teachers' professional identity in ethnic minority areas in border areas.The study will explain the current situation of preschool teachers' professional identity in Xinjiang and explain the reasons that affect the professional identity of preschool teachers in Xinjiang,and put forward relevant suggestions for improvement.In this study,a Questionnaire on Occupational Identity of Preschool Teachers in Xinjiang was used to conduct a questionnaire survey of 448 preschool teachers and interviews with 12 teachers.Three preschool teachers were selected on the basis of questionnaires and interviews,In-depth interviews.Using SPSS22.0 statistical software to process the questionnaire data,the results show that:(a)the average occupational identity M = 4.32,greater than the theoretical mean M = 3.It shows that the overall professional identity of preschool teachers in Xinjiang is high.(b)There are significant differences in the occupational identity of preschool teachers in Xinjiang in terms of nationalities,locations of kindergarten,locations of kindergarten,the nature of wages,institutions,and work methods.There are differences in the dimensions of gender,age,marital status,professional background,and teaching age.There was no significant difference in terms of job title,job title,and class.In this study,the high level of recognition of early childhood teachers in Xinjiang can be explained from the following three aspects: First,the influence of religious culture and national character makes Xinjiang preschool teachers have a higher degree of recognition of occupation.Second,the state and society attach great importance to preschool education and early childhood teachers have a positive professional experience.Third,under the background of national language education,the preschool teachers' professional status and wages are relatively high.In addition,the author selected two preschool teachers with a high level of professional identity.The two teachers were the subjects of the author's in-depth interviews.Through the demonstration of their professional identity,the author further explained the reasons why preschool teachers in Xinjiang form high professional identity.This study clarified the overall situation of preschool teachers' professional identity based on the survey results of questionnaires and interviews.Based on the factors affecting the occupational formation of preschool teachers in Xinjiang,the following suggestions were made: Raise the level of professionalism of preschool teachers in Xinjiang and establish professional confidence;Build a trinity support model to maintain a high level of professional identity among preschool teachers in Xinjiang;The ability to provide multicultural education is the only way to enhance the professional identity of preschool teachers in Xinjiang and promote professional development.