民办幼儿教师专业身份认同与纠结  

Professional Identity and Dissatisfaction of Private Preschool Teachers

作　　者：王燮辞 WANG Xieci(Teachers Education School of Sichuan University of Arts and Science,Dazhou Sichuan 635000,China)

机构地区：[1]四川文理学院教师教育学院,四川达州635000

出　　处：《四川文理学院学报》2022年第2期74-79,共6页Sichuan University of Arts and Science Journal

基　　金：四川人文社科重点研究基地-四川0-3岁儿童发展研究中心2021年度项目(SCLY0017)资助;四川文理学院应用型示范专业建设项目资助;四川省一流专业建设“学前教育”项目资助。

摘　　要：作为人民教师专业身份,民办幼儿教师感受到无尚荣光;作为民办幼儿教师,又感受到专业身份的纠结.民办幼儿教师职业地位较低、职业声望较差、专业知识和专业技能相对较差、经济收入偏低、情绪情感体验较差是其专业身份纠结的原因.通过重塑对民办幼儿教师的专业身份公共认同,提升专业能力、增强专业自信,提升教育情怀、丰富专业情感体验,规范专业行为可有效应对其专业身份纠结.As the professional identity of teachers,the private preschool teachers feel the glory.As private preschool teachers,they feel the entanglement of professional identity.The private preschool teachers’ low professional status,poor professional reputation,relatively poor professional knowledge and skills,low economic income,and poor emotional experience are the reasons for their dissatisfaction with their professional identity.By reshaping the public identification of private preschool teachers’ professional identity,enhancing their professional ability,self-confidence,educational feelings,professional emotional experience,and standardizing their professional behavior,the dilemma of professional identity can be effectively addressed.

关 键 词：身份认同 专业身份 民办幼儿教师 

分 类 号：G615[文化科学—学前教育学]