Narrative Study On Identity Recognition Of A Transferred Kindergarten Teacher

Early childhood teachers are the first resource of preschool education,and building a team of high-quality teachers to ensure good education is the basic premise for improving the quality of early childhood education.In order to solve the problem of insufficient teachers and weak teachers in preschool education,in the "Opinions on the Current Development of Preschool Education" issued by the State Council in 2010,it was proposed to allocate surplus teachers from primary and secondary education and teaching posts,and then transfer them to kindergartens for preschool education after training.Policy measures.Since the implementation of the teacher transfer policy,a large number of teachers have been added to rural preschool education to ensure the development of rural preschool education.On the one hand,the rural children transfer teachers shoulder the mission of "adjusting the reasonable layout of primary and secondary schools" and "optimizing the allocation of educational resources";On the other hand,its low level of specialization and identity affect the equity and quality of rural preschool education.After the transfer of teachers from primary and secondary education posts into the kindergarten education teaching posts,not only to face new educational objects and teaching content,but also from the perspective of kindergarten teachers to a new identity.Therefore,the identity of kindergarten teachers and their identification crisis has become an urgent concern,which directly affects the survival of teachers.This study adopts the method of narrative research,selects a transfer teacher from rural kindergarten as the research object,and collects a large amount of information about the research object by means of interviews and observations,by narrating the series of research objects in the kindergarten education and teaching work.The story,to explore the meaning behind it,and then analyze the personal characteristics and main influencing factors of the kindergarten transfer teacher in the process of identity construction.The study found that as a kindergarten transfer teacher,although A teacher has rich teaching experience and solid professional knowledge before the transfer,in the kindergarten education environment,Teacher A has a dilemma in classroom teaching and interpersonal communication related to young children.confused.After experiencing a series of confusions about the role of kindergarten teachers,the transformation of kindergarten teachers' classroom identification process,and the events of other kindergarten teachers,in order to establish their own kindergarten teacher status after identity is not recognized and self-reflection about identity,The research subjectsgained their sense of identity through their own continuous reflection research.Combining the narratives of the existing identity of the research subjects in the primary education work,based on the story research that affects their identity in the kindergarten education work,the researchers put forward three suggestions on how to promote the identity of the transfer kindergarten teachers: The individual teachers of the transfer post themselves enhance the learning and accumulation of practical teaching experience,improve the interpersonal relationship of teachers,and create a good kindergarten environment.