幼儿教师职业认同的特点研究——以四川省部分地州市为例  

Characteristics of Professional Identity of Preschool Teachers——A Case Study of part of the city in Sichuan province

作　　者：张拴云[1] 胡韬[2] 

机构地区：[1]达州职业技术学院师范系,四川达州635000 [2]成都师范学院教育科学学院,四川成都611130

出　　处：《贵州师范学院学报》2015年第7期88-93,共6页Journal of Guizhou Education University

基　　金：四川省农村幼儿教育研究中心规划项目"农村幼儿教师职业认同状况与提升策略研究"(编号:NYJ20130616)

摘　　要：为了考察幼儿教师职业认同的特点,提高其职业认同度,促进幼儿教师的专业发展,采用分层整群抽样方法,抽取481名幼儿教师,应用《教师职业认同量表》进行调查,收回有效问卷448份。结果发现,不同年龄和教龄、不同职称、不同优秀层次和不同来源的幼儿教师的职业认同都有显著差异。总体上,教师的职业认同随年龄和教龄的增加而发展,职称越高,职业行为倾向因素上的认同度越高,越优秀的幼儿教师的职业认同度越高,市级城市的幼儿教师的职业认同度比村、乡镇和县城幼儿教师的职业认同度高。In order to study the characteristics of professional identity of preschool teacher, improve their pro- fessional identity degree and promote their professional development, stratified cluster sampling method is adopted to survey 481 preschool teachers. In addition, Teachersj Professional Identity Scale is adopted in the survey and 448 valid questionnaires are obtained. The findings show that significant differences lie in professional identities of preschool teachers of different ages, teaching ages, titles, excellence levels and sources. Generally, teacher~ pro- fessional identity improves with increase of age and teaching age ; the higher the title is, the higher the identity de- gree in respect of professional behavior trend factor is; the more excellent the preschool teacher is, the higher the professional identity is. The professional identities of preschool teachers in municipal cities are higher than that of preschool teachers in villages, towns and counties.

关 键 词：幼儿教师 职业认同 特点 

分 类 号：G615[文化科学—学前教育学]