论社会性别对幼儿教师专业化的影响——基于女性主义视角  

The Impact of Social Gender on the Professionalization of Early Childhood Teachers——Based on the Feminist Perspective

作　　者：宋静[1] 周燕[1] 

机构地区：[1]广州大学教育学院

出　　处：《徐特立研究（长沙师范专科学校学报）》2011年第4期25-28,共4页

基　　金：广州市教育科学规划课题“广州市幼儿教师专业化之制约因素与制度保障研究”(项目号:10A022)

摘　　要：幼儿教师专业化不仅要求社会为教师提供积极的外部支撑。也需要幼儿教师自身不断追求专业发展。但“社会性别”作为一种等级差异的存在，它不仅使幼儿教师职业群体在提升专业化的道路上遭遇“天花板效应”，而且也消解着幼儿教师个体对专业化的追求，阻碍幼儿教师个体的专业发展。The professionalization of early childhood teacher requires a positive external support from society; what＇s more, early childhood teachers need to continue to pursue their own professional development. But ＂gender＂ as a level difference exists, which not only makes early childhood teachers face ＂ceiling effect＂ on the way to professionalization, but also discourages the kindergarten teachers from pursuing professionalization, hindering the individual professional develooment of early childhood teachers.

关 键 词：幼儿教师 专业化 社会性别 女性职业 

分 类 号：G61[文化科学—学前教育学]