A Study On The Influence Of The Support From Supervising Teachers On The Professional Identity Of Preschool Education Interns

Educational internship is a key link in the growth and development of normal school students,and an important way to cultivate and build teacher professional identity.In educational internship,the professional identity of interns is affected by multiple aspects.As an important person during the internship process of interns in kindergartens,internship supervising teachers have a significant impact on the professional identity of interns majoring in preschool education.However,the current domestic research on the impact of kindergarten internship instructor support on interns’ professional identity is not rich.So it is necessary to deepen the research on the impact of kindergarten internship instructor support on interns’ professional identity.Based on this,this study attempts to explore the current situation of kindergarten internship instructor support and preschool education interns’ professional identity,analyse the impact of internship instructor support on preschool education interns’ professional identity,and propose actionable suggestions based on the analysis of research results.Based on relevant theories and existing research analysis,this study adapted "Internship Supervising Teacher Support Questionnaire",compiled "Professional Identity Questionnaire for Preschool Education Interns",and distributed 520 questionnaires to preschool education interns participating in educational internships.520 questionnaires were distributed,with a recovery rate of 100%.And 468 questionnaires were effective,with an effective recovery rate of 90%.The results show that:Firstly,the overall support of kindergarten internship supervising teachers is generally on the upper middle level,with emotional support being the highest,followed by ability support,and autonomy support being the lowest.There are significant differences in the perceived support from supervising teachers among interns with different educational backgrounds,kindergarten nature and internship types.There are also significant differences in the perceived support from supervising teachers among interns with different teaching years and academic qualifications.Secondly,the professional identity of interns majoring in preschool education is generally on the upper middle level.And the levels of every dimensions from high to low are:professional cognition,professional value,professional emotion,professional efficacy and professional commitment.There are significant differences in interns’ professional identity among different educational backgrounds,nature of the internship campus,type of internship and region of the campus.There are also significant differences in interns’ professional identity guided by supervising teachers with different teaching years and academic qualifications.Thirdly,there is a significant positive correlation between the overall and various dimensions of the support from kindergarten internship supervising teachers and the overall and various dimensions of preschool education interns’ professional identity,among which emotional support and ability support have a significant positive predictive effect on preschool education interns’ professional identity.Based on the above research results,the researcher conducted a reasonable discussion and analysis of the results based on interviews with 9 interns and existing research,and proposed suggestions based on improving the support level of internship supervising teachers and the professional identity of interns majoring in preschool education,in order to provide thinking for improving the support level of internship supervising teachers and the professional identity of interns majoring in preschool education.