A Study On The Professional Identity Of Preschool Teachers Outside Public Kindergartens

The professional identity is an intrinsic confirmation of a profession,and an active emotional experience gained in the working process.Teacher professional identity refers to the value and significance of teachers' recognition of the profession they are engaged in,the acceptance of his own profession from the heart,can put one's own emotion into it,and consciously internalizing the norms of his profession into his own behavior,and from which a process and state of positive emotional experience can be obtained.Focusing on the professional identity of preschool teachers,especially the preparation of professional identity of out-of-school teachers,has great significance for the development of preschool teachers and the development of professionalism.It is related to the development of professional development of kindergarten teachers,the construction of kindergarten teachers,the overall development of children,influencing the development of the talent-strengthening strategy and the great rejuvenation of the Chinese nation.Working in the same environment and doing the same jobs,but off-staff-preschool teachers have different salary benefits,how are the professional identity of these teachers in public kindergartens? With the same identity but working in different working environment,whether there are differences in the professional identity off-staff-preschool teachers in urban and rural public kindergarten? In this paper,in order to understand their professional identity,it starts from understanding the status quo of their professional identity,and then explores the reasons and strategies that affect their professional identity.This paper totally has three parts:The first part is the current situation of professional identity of off-staff-preschool teachers in public kindergarten.The level of professional identification of kindergarten teachers prepared for public kindergartens is relatively high.There is no significant difference in the professional identity of preschool teachers outside the establishment of public kindergartens in age,teaching age,position,title,profession and marital status,and there is a significant difference in income.There are differences in age,teaching age,marital status,profession,job title,position,income,and education among off-staff-preschool teachers in public kindergartens.Young preschool teachers have low professional identity;Short-term preschool teachers have low professional identity;Unprofessional preschool teachers' professional identity scores were significantly higher than married preschool teachers;The scores of occupational identities of preschool teachers outside of other majors are significantly lower than those of outside kindergarten teachers who are preparing arts and arts majors;The pre-school teachers with no professional titles and no posts have low professional identity;Preschool teachers with low incomes have low professional identity;The score of professional recognition of preschool teachers outside colleges with junior college or below is significantly lower than that of undergraduate and above.The second part is the summary of the problems existing in the professional identity of off-staff-preschool teachers in public kindergarten.Low sense of professional belonging and role values need to be improved.The reason is that the social factors are low social status,unreasonable parental expectation and unequal pay for equal work,and low wages.The kindergarten factors are unequal opportunities for career development and work stress.Teacher's own factors are the influence and specialization of objective factors such as age,length of education,professional titles,majors and academic qualifications to be improved.The third part is the strategy of improving the professional identity of off-staff-preschool teachers in public kindergarten.Create a good social atmosphere: Intensify publicity,improve social status,give reasonable expectation to out-of-class preschool teachers,and improve treatment and stability of early childhood teachers;improve the management system of kindergartens: people-oriented,strengthening human care and promoting the development of career development for out-of-class teachers.Improve the quality of teachers themselves: strengthen professional beliefs,continuous learning,increase professionalism and develop effective self-mood adjustment mechanisms.