转岗幼儿教师职业认同的调查与分析  

Investigation and Analysis on Professional Identity of Transferred Teachers in Kindergarten

作　　者：徐微[1] 汪家宝[1] 

机构地区：[1]湖北文理学院教育学院,湖北襄阳441053

出　　处：《湖北文理学院学报》2015年第10期72-77,共6页Journal of Hubei University of Arts and Science

基　　金：湖北文理学院鄂西北学前教育研究中心立项建设成果(2015Y002);湖北省教育科学规划2015年度立项课题(111);湖北省教育厅人文社科研究项目(2012D126);湖北省教育科学规划课题(2011B430)

摘　　要：职业认同是教师专业发展的内在动力。运用问卷对转岗幼儿教师的职业认同进行调查。结果显示:目前转岗幼儿教师的职业认同整体水平较高,但各维度认同不均衡;总职业认同在转岗年限、年龄、性别、学历、职称、编制等上并无显著性差异,但在职业投入、职业能力、职业情感和持续承诺维度上存在显著性差异。基于转岗教师特性的分析,提出加大幼儿教师专业性的宣传、完善转岗制度、严格幼儿教师资格准入制度、帮助转岗幼儿教师明晰职业目标、提高转岗幼儿教师的福利待遇等建议以提高转岗幼儿教师职业认同。Professional identity is the internal power of teachers, occupational development. Transferred teachers in kindergarten are surveyed by a questionnaire. Results revealed that the professional identity of transferred teachers in kindergarten is on a high level on the whole. But there is imbalance in the dimensionality of it. Transferred teachers, professional identity had no significant differences in the variables such as kindergarten teaching time, age, gender, educational background, professional titles, etc. But in the dimensionality of job commitment, pro- fessional ability, professional affection and continuance commitment there were significant differences. Based on the analysis on the characteristic of transferred teachers, the author put forward some suggestions on how to promote their professional identity.

关 键 词：转岗幼儿教师 职业认同 专业发展 

分 类 号：G40-051[文化科学—教育学原理]