Measurement And Formation Process Analysis Of Professional Identity Of Preschool Education Students

With the introduction and implementation of the national medium and long term education reform and development plan(2011-2020)and the three-year action plan for preschool education,preschool education has entered a period of rapid development,the number of kindergartens and children in kindergartens has steadily increased,and preschool education has made unprecedented achievements.The demand for preschool education has gradually changed from the quantity demand of preschool education resources to the desire for quality,and high-quality school running resources have become a scarce product.As an important part of the quality of pre-school education,teachers’ factors have a far-reaching impact.Teachers’ behavior and education concept will directly affect the development of children.Due to the increase of kindergartens,especially the national investment in public kindergartens,the gap of kindergarten teachers is expanding.Many secondary and higher vocational colleges and universities offer preschool education major,and the employment rate of students majoring in preschool education is in the forefront of normal majors for years.However,at present,kindergarten teachers also have some problems,such as high mobility,low professional identity and weak willingness of male teachers to teach.Therefore,it is necessary to start from the source to cultivate kindergarten teachers’ lifelong teaching consciousness.Professional identity is the most lasting source power for a person to engage in a certain occupation,and it is also the original help for students to go to a certain job.The research on the professional identity of preschool education students will help to understand the status quo of the professional identity of this group,and find a way to improve the professional identity of "quasi kindergarten teachers",so as to solve the outstanding problems of kindergarten teachers such as high mobility,poor persistence,weak willingness to teach and job burnout.Based on the grounded theory,this study selects the career identity reflection written by 88 students of X normal school in Anhui Province as the research content,uses NVivo software to carry out open coding,spindle coding and selective coding,and finally constructs a theoretical model of the influencing factors of career identity composed of five first-class dimensions,which passes the theoretical saturation test.The first dimension includes five dimensions: professional cognition,professional emotion,professional will,professional behavior and professional belief.Through in-depth interviews,in-depth interviews were conducted with the head teacher and students.It is found that the professional identity of five-year junior high school students has experienced four stages: the embryonic stage of professional identity,the contradiction of professional identity,the growth stage of professional identity and the formation stage of professional identity.In order to clarify the impact of key events in students’ learning process on the development of students’ professional identity,this study conducted an interview survey.Through the analysis of interview data,it is found that students’ choice of preschool teacher career is affected by their family background,accompanied by students’ learning and life;Class teacher guidance,educational practice,preschool education expert lectures and campus community activities have a significant impact on the professional identity of preschool education students.Based on this,this study proposes that the dimensions of preschool teachers’ professional identity are five dimensions: professional cognition,professional emotion,professional will,professional behavior and professional belief;Improving the professional identity of preschool education students can be achieved by strengthening the construction of head teachers,enriching educational practice activities,diversifying school community life and establishing a multi-party co education system.