A Research On The Professional Identity Of“One Village One Preschool Education Center”Teachers In Ethnic Minority Areas Of Sichuan Province

Since the 18 th National Congress of the Communist Party of China,preschool education has been developing profoundly in China,but the development of preschool education in rural areas,especially in poverty-stricken ethnic minority areas,remains the weakest part.In these places,it's still very common when children have no kindergarden to go.In order to solve this problem of preschool children aged 3-6 from poverty-stricken ethnic minority areas,the Sichuan Provincial Party Committee and the Provincial Government issued the "Opinions on Supporting Liangshan Yi District to Promote Poverty Alleviation and Accelerate the Construction of a Well-off Society in all aspects,proposing “One Village One Preschool Education Center” plan,as a result,“One Village One Preschool Education Center” teachers have been appearing in large numbers.The promulgation of this policy gives preschool children in poverty-stricken ethnic minority areas the opportunity to receive education,but whether they have actually received well-qualified education and how they can do that deserve our attention.Previous studies have shown that the quality of teachers decides the quality of education.Teachers' professional identity is a comprehensive state in which teachers recognize and love their profession from the bottom of their hearts through recognition of professional value,and are willing and able to actively participate in their work.It is the key to whether the “One Village One Preschool Education Center” teachers can“stay at workplace" and "teach well",and is the prerequisite for achieving the “One Village One Preschool Education Center” education poverty alleviation goal.In this study,a questionnaire survey was conducted among 778 “One Village One Preschool Education Center” teachers using the "Professional Identity of ‘One Village One Preschool Education Center' teachers in the ethnic minority areas of SichuanProvince.13 “One Village One Preschool Education Center” teachers in similar areas conducted in deep interviews.Research shows the following:(1)The overall level of professional identity of the “One Village One Preschool Education Center” teachers is not high,but rather stays in a basic identification state(M = 3.87).(2)The occupational identity of the “One Village One Preschool Education Center” teachers is a superficial identification,which is demonstrated by the contradictions in various dimensions within the occupational identity: occupational value recognition is higher,but occupational emotion and occupational will are lower;in the meantime it reveals a high sense of competence but no professional ability accordingly;a high willingness to devote themselves in their profession,but have no idea how.(3)A significant difference appeared in the occupational identity of the “One Village One Preschool Education Center” teachers in terms of ethnicity,region,and training experience.Among them,the average occupational identity of the “One Village One Preschool Education Center”teachers of the Yi and Lisu nationality is relatively high;the average occupational identity of the “One Village One Preschool Education Center” teachers in the second-class region is significantly higher than that of the first and the third;the “One Village One Preschool Education Center” teachers who have not participated in training have a higher occupational identity than those who have.Aiming at the status and characteristics of “One Village One Preschool Education Center” teachers' professional identity,the researcher made the following suggestions:improve the professional level of “One Village One Preschool Education Center”teachers and establish professional self-confidence;build a dual material and emotional support model to eliminate professional identification marginal predicament;enhance the intercultural communication skills of “One Village One Preschool Education Center” teachers,prove their career development foundation.