关于非学前幼儿教师职业认同的研究

发布时间：2018-03-07 11:16

本文选题：职业认同　切入点：非学前幼儿教师　出处：《华东师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 幼儿教师的职业认同对于幼儿教师的专业成长具有重要的意义,首先幼儿教师对自己职业的认同是她们获得长足的发展的前提,其次,幼儿教师如果有较高的职业认同,那么她必然能以澎湃的热情和积极地心态投入到自己工作中去,这对其高质量高效率地完成工作也有一种推动作用。此外,职业认同还是促进幼儿教师发展的内在动力。非学前幼儿园教师作为幼儿教师队伍的一份子,坚定的职业认同对于她们来说同样举足轻重。通过对非学前幼儿教师进行问卷调查发现,上海市非学前幼儿教师职业认同总体水平较高,但是在各要素上的水平不均衡,其中“情绪情感”、“胜任情况”、“投入意愿”、“人际支持”的认同水平较高；而“持续承诺”以及“目标确定”两个维度上的认同相对较低。非学前幼儿教师优越感与危机感并存、可获得的丰富的外部支持资源以及平等的待遇对促进其职业认同都有重要作用,而社会声望与经济收入低、动机水平不高是制约非学前幼儿教师职业认同发展的重要因素。在情绪情感的维度上,非学前幼儿教师更多体验到的是与幼儿相处的“幸福感”与被幼儿需要的“成就感”,但是来自于该职业本身的“自豪感”认同则较低。非学前幼儿教师普遍认为自己完全能胜任幼儿教师这一职业,但是对于自身的“科研能力”却心存疑虑。外生涯目标是非学前幼儿教师职业目标的主导。文化效能的衰退以及压力的变化是不同年龄以及教龄非学前幼儿教师职业认同有差异的根源所在。园所的级别影响非学前幼儿教师支持性资源的获得。职称对职业稳定性有重要作用,从而也间接影响了职业认同的发展水平。在职业认同水平上,原专业为艺术专业的非学前幼儿教师较占优势。建议首先要提高整个幼教职业社会声望和经济地位,其次应该使非学前幼儿教师对科研有一个正确的认识,再次为非学前幼儿教师减压,幼儿园要因人制宜地制定培养培训,并鼓励非学前幼儿教师形成高层次的职业追求。
[Abstract]:The professional identity of preschool teachers is of great significance to the professional growth of preschool teachers. First, the recognition of their own profession is the prerequisite for their rapid development, and secondly, if they have a higher professional identity, Then she is bound to be able to devote herself to her work with intense enthusiasm and a positive attitude, which also contributes to the high quality and efficiency of her work. In addition, Professional identity is also the internal motive force to promote the development of preschool teachers. Non-preschool kindergarten teachers as a part of the early childhood teachers, the firm professional identity is equally important to them. Through the questionnaire survey of non-preschool preschool teachers in Shanghai, it is found that the level of professional identity of non-preschool preschool teachers in Shanghai is relatively high, but the level of each element is not balanced. Among them, "emotion and emotion", "competence", "willingness to participate", "interpersonal support" have higher level of identity, while the two dimensions of "continuous commitment" and "goal determination" are relatively low, non-preschool teachers' sense of superiority and sense of crisis exist side by side. The abundant external support resources available and equal treatment play an important role in promoting their professional identity, while the low social prestige and economic income, the low level of motivation are the important factors restricting the development of non-preschool preschool teachers' professional identity. In the emotional dimension, Non-preschool teachers experience more "happiness" with children and the "sense of achievement" needed by children, but the "pride" from the profession itself is relatively low. Non-preschool teachers generally think that. He is fully qualified for the profession of early childhood teacher, However, there are doubts about their own "scientific research ability", which is dominated by non-preschool preschool teachers' professional goals. The decline of cultural efficacy and the change of pressure are the root causes of the differences in the professional identity of non-preschool teachers of different ages and teaching years. The level of the kindergarten affects the acquisition of supportive resources for non-preschool preschool teachers. Career stability plays an important role, In the level of professional identity, non-preschool teachers majoring in art are dominant. It is suggested that first of all, we should improve the professional prestige and economic status of the whole preschool education, secondly, we should make the non-preschool preschool teachers have a correct understanding of scientific research, decompress the non-preschool preschool teachers again, and the kindergartens should formulate training and training according to the needs of the people. And encourage non-pre-school preschool teachers to form a high-level career pursuit.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

【引证文献】