A Survey Of Rural Preschool Teachers' Professional Identity

The Outline of the National Medium-and Long-Term Plan for Education Reform and Development(2010-2020)underline that 2020 is the time limit of the basic popularize preschool education."Several views of the State Council on the Current Development of Preschool Education" explicit pointed out that "the development of the preschool education is placed in a more important position",either.And it also suggested that "expanding the resources of preschool education should be multiple",which manifests the importance of the state of preschool education.In the course of the healthy growth of children,the technical development of preschool teachers also exert a great influence on the quality of education.And the sense of vocational identity is the point to enhance the teachers' ability of education,child welfare and professional development.In 2020,the General Office of the Ministry of Education issued the Notice on Further Improving the execution of Rural Teachers' Living Subsidy Policy,which clearly shows that based on the hardship and remote degree of countryside schools,the different kinds of subsidy policy for rural teachers are of great importance to be improved,the suitable allowance for rural teachers should be given in time,and the relevant treatment of rural teachers should be enhanced is required.Facilitating the sense of vocational identity of the preschool teachers in rural areas is the point to expediting preschool education in the rural areas.On account of probing the L state rural preschool teachers' professional identity status,the three places of the city,suburban,and the rural preschool teachers are taken as the research object with interview,literature,and questionnaire method.It based on the fundamental situation of preschool teachers' personal basic situation and real estate bonded with different aspects such as analysis of city,suburban and the rural preschool teachers' vocationa identity status.Understanding the sense of vocational identity differences among the three areas to find out the issues existing in the rural preschool teachers' professional identity of L state,which is summed up as:1.The sense of vocational identity of preschool teachers in rural regions of L state is at a lower level when it is contrasted with urban and suburban areas.2.The contrastive analysis indicates that there are obvious differences in the sense of vocational identity of preschool teachers in rural areas of L state.In the four sides of role values,the sense of professional belonging,professional values,and behavior disposition,the scores of preschool teachers in city and suburban areas are visibly higher than these in rural areas.3.The contrastive analysis of the essential situation reveals that there are obvious differences among preschool teachers of different ages,nationalities,teaching years,wages,educational backgrounds,professional titles,professional duties and authorized strength in rural areas.4.There are many problem in the sense of vocational identity of low aspect of preschool teachers in rural areas of L state.The sense of vocational identity of teachers with lower age,wage,teaching years,duty and professional title is low,and the sense of vocational identity of teachers is improved by the level of establishment and education background.This study discusses the causes of low professional identity of rural preschool teachers in L state from three sides of the society,kindergartens and individuals,for example: the poor implementation of relevant policies,few authorized positions,lower social status of preschool teachers,limited development space for teachers and some other influence factors.On the basis of the analysis of various reasons,suitable strategies are also provided for individual preschool teachers,management of kindergartens and education authorities.Firstly,preferential policies are enacted and put in effect while post establishment is verified and many benefits are enhanced;Secondly,integrating resources to improve teachers' professional quality,highlighting the publicity of rural teachers;Thirdly: having good state of mind and establishing good values;Improving the personal ability and widening the personal development space.