A Comparative Study Of Professional Identity Between Prospective Preschool Teachers And In-service Preschool Teachers

As an educator in basic education to promote the healthy development of children's physical and mental health,preschool teachers'Professional identity directly influence their enthusiasm for the contribution to education.Some studies have pointed out that teacher professional identification is the process of explaining and reinterpreting experience.This means that it is dynamic,not stable,solid.^[1]In the process of professional identity development,the pre-employment training phase and the induction phase are the key period for the development of preschool teachers'professional identity.Based on this,this study investigates the professional identity of in-service preschool teachers and prospective preschool teachers,and conducts a comparative study on the professional identity of preschool teachers in pre-service and post-employment growth stages through interviews and questionnaires,showing their differences and characteristics,and through analysis and discussion,find out the influencing factors of professional identity,and try to propose methods and strategies to promote the professional identity of preschool teachers.Promote kindergarten teachers to become preschoolers with high professionalism,pursuit of excellence,self-realization and professional well-being.The author combines quantitative research with qualitative research and uses comparative research methods and means to solve the following three problems:1.What is the status quo of professional identity of prospective preschool teachers and in-service preschool teachers?2.Are there any differences in the professional identity of prospective preschool teachers and in-service preschool teachers?If so,what are the main differences?3.What are the main factors affecting the professional identity of prospective preschool teachers and in-service preschool teachers?Guided by these problems,the main contents of this study include the following three aspects:1.Through questionnaires,research from the four dimensions of cognitive,affective,behavioral,and appropriate,analyze the status of professional identity of prospective preschool teachers and in-service preschool teachers,as well as the differences in professional identity levels of pre-service teachers and pre-service teachers.2.Through the data analysis of the preschool teachers'professional identity questionnaire,the interview coding analysis of the preschool teachers'professional identification,the main factors affecting the preschool teachers and the in-service preschool teachers are summarized.3.Analyze and explore strategies and methods to improve the professional identity of preschool teachers from the pre-service training of preschool teachers and the career growth guidance after entering the job.The research results show that the professional identity of prospective preschool teachers and in-service preschool teachers is at a medium-high level.Further comparing the two groups,it is found that the professional identity level of the prospective preschool teachers is higher than that of the in-service preschool teachers,and there are significant differences.The characteristics of professional identification of preschool teachers and in-service preschool teachers are different.In terms of professional knowledge,the pre-school teachers are superficial,and the in-service preschool teachers are in conflict;In professional emotions,the professional emotions of prospective preschool teachers are idealized,and the professional children's professional emotions fluctuate;in professional behaviors,the behavior of pre-school teachers is coping,and the behavior of in-service preschool teachers is active.The factors affecting the professional identity of prospective preschool teachers are mainly the emotional experience of the school,the influence of teachers,curriculum design and personal motivation;Factors affecting the professional identity of in-service preschool teachers are organized support,surrounding role models and personal emotional factors.On the one hand,we can improve the professional identity of kindergarten teachers from different stages of preschool teachers.On the other hand,we can establish the pre-service and post-employment collaborative training mechanism for preschool teachers to allow kindergartens to participate in the whole process of training for pre-school teachers,so that the training institutions can assume the responsibility of continuing education for in-service preschool teachers.The three parties cooperated to do a good job in the vocational planning education of preschool teachers,and comprehensively improve the professional identity of preschool teachers.