民办幼儿园教师专业身份认同研究

发布时间：2018-07-14 15:15

【摘要】：当前,关于民办幼儿园教师专业身份认同的研究是幼儿教育教学改革与教师专业发展的一个全新视角,这不仅成为了分析和解释幼儿教育现象与问题的有效工具,而且还是分析幼儿教育政策实施和指导幼儿园教育实践的重要中介。民办幼儿园教师在日常的幼儿教育教学实践中对自身专业身份的认同与了解,以及更深程度的感知与认同,不仅能够转变其自身的幼儿教育教学态度、技能与价值观,并且还是促进民办幼儿园教师自身专业发展的重要因素,甚至在很大程度上还是稳定民办幼儿园教师师资队伍、提升民办幼儿园教师专业素质的重要保证。因此,民办幼儿园教师专业身份认同与幼儿教育教学的匹配程度,在很大程度上会影响学前教育改革的成功与否。因此,本研究的主要目的是探讨现阶段民办幼儿园教师专业身份认同的现状与特点。研究主要涉及的问题是:民办幼儿园教师专业身份认同在人口学变量、社会经济地位和幼儿园背景上是否存在显著差异。在此基础上,本研究以西南地区321名民办幼儿园教师为研究对象,基于对文献的整理分析、访谈的编码分析以及对预测问卷的分析,得出民办幼儿园教师专业身份认同的价值观念、持续承诺、胜任效能、人际支持、知识技能五个维度,编制出正式的《民办幼儿园教师专业身份认同问卷》,以此作为研究工具来获得研究数据,分析出民办幼儿园教师专业身份认同的特点。另外,本研究为了改善民办幼儿园教师专业身份认同的现状,促进其对自身专业身份的认同,提出了相关的教育建议。具体得出的研究结论如下:(1)民办幼儿园教师专业身份认同是一个由多成分组成的结构,它主要包括价值观念、持续承诺、胜任效能、人际支持、知识技能五个维度,共29个题项。并且,本研究自编的《民办幼儿园教师专业身份认同问卷》是一个相对具有较好信度和效度的测量工具。(2)民办幼儿园教师专业身份认同现状的各方面发展是不稳定的,有高有低的,在各个因子得分的比较中,民办幼儿园教师专业身份认同的价值观念最高,人际支持最低,总体上说明了民办幼儿园教师对自身专业身份的认识与评价存在模糊不清的状态。其中,在年龄、幼儿园教龄、月收入状况、职务、学历、幼儿园所在地、幼儿园等级等不同因子上民办幼儿园教师专业身份认同的差异都是非常显著的,是随着年龄、幼儿园教龄、月收入状况、职务、学历的增长(或者升高),民办幼儿园教师对其自身专业身份的认同感逐渐增强,但是随着幼儿园所在地的地域层次和幼儿园等级的降低,民办幼儿园教师对其自身专业身份的认同感呈下降趋势;性别和幼儿园性质这两个因子对民办幼儿园教师专业身份认同的影响无显著差异。
[Abstract]:At present, the research on the professional identity of private kindergarten teachers is a new angle of view for the reform of preschool education teaching and the professional development of teachers, which is not only an effective tool to analyze and explain the phenomenon and problems of preschool education. And it is also an important intermediary to analyze the implementation of early childhood education policy and guide kindergarten education practice. Private kindergarten teachers' recognition and understanding of their professional identity in their daily teaching practice of early childhood education, as well as their deeper perception and recognition, can not only change their own teaching attitude, skills and values of early childhood education. It is also an important factor to promote the professional development of private kindergarten teachers, and even to a large extent, it is an important guarantee to stabilize the teachers' team of private kindergartens and to improve the professional quality of private kindergarten teachers. Therefore, the matching degree between the professional identity of private kindergarten teachers and the teaching of preschool education will influence the success of preschool education reform to a great extent. Therefore, the main purpose of this study is to explore the current status and characteristics of private kindergarten teachers' professional identity. The main problems involved in the study are: whether there are significant differences in the demographic variables, social and economic status and kindergarten background in the professional identity of private kindergarten teachers. On this basis, this study takes 321 teachers of private kindergartens in Southwest China as the research object, based on the analysis of literature, the coding analysis of interviews and the analysis of prediction questionnaire. The five dimensions of professional identity of private kindergarten teachers, such as professional identity, continuous commitment, competence, interpersonal support and knowledge and skills, are obtained. The formal "Private Kindergarten Teachers' Professional identity questionnaire" was compiled, which was used as a research tool to obtain the research data and analyze the characteristics of the private kindergarten teachers' professional identity. In addition, in order to improve the status quo of private kindergarten teachers' professional identity and promote their own professional identity, this study puts forward relevant educational suggestions. The specific conclusions are as follows: (1) Private kindergarten teachers' professional identity is a multi-component structure, which mainly includes five dimensions: value, continuous commitment, competence, interpersonal support, knowledge and skills. There are 29 items. Moreover, the "Private Kindergarten Teachers' Professional identity questionnaire" developed by this study is a relatively good reliability and validity measurement tool. (2) the development of private kindergarten teachers' professional identity status is unstable. High and low, in the comparison of each factor score, private kindergarten teachers' professional identity values are the highest, and interpersonal support is the lowest. On the whole, it shows that there is a vague state in the cognition and evaluation of private kindergarten teachers' professional identity. Among them, the differences in the professional identity of private kindergarten teachers in different factors, such as age, kindergarten teaching age, monthly income status, position, education, kindergarten location, kindergarten grade, etc., are very significant, and with age, With the increase (or increase) of kindergarten teaching age, monthly income, position and educational background, the teachers' sense of recognition of their own professional identity is gradually strengthened, but with the decrease of the regional level of the kindergarten and the kindergarten level, The professional identity of private kindergarten teachers showed a downward trend, gender and kindergarten nature of the two factors on the professional identity of private kindergarten teachers have no significant difference.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G615

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