“90后”村幼教师的持续性专业发展动力:现状、问题与提升策略  

Motivation of the"Post-90s"Village Teachers’Continuous Professional Development:Current Situation,Problems and Development Strategies

作　　者：田景正[1,2] 王丹妮 TIAN Jing-zheng;WANG Dan-ni

机构地区：[1]湖南师范大学教育科学学院 [2]湖南省学前教育研究基地,湖南长沙410081 [3]湖南省湘潭市直机关第一幼儿园,湖南湘潭411199

出　　处：《天津市教科院学报》2022年第6期31-37,共7页Journal of Tianjin Academy of Educational Science

基　　金：2019年度湖南省教育科学研究项目“走近”村幼——农村村级幼儿园教师职业生活及其专业发展支持研究(19A304)。

摘　　要：近些年来,“90后”师范院校毕业生源源不断地充实到村幼教师队伍中。“90后”村幼教师专业素质如何?她们对职业的认同及专业发展动力怎样?这些问题对村幼的发展和农村学前教育质量有重要的影响。研究发现,“90后”村幼教师专业发展有较高的起点和良好的动力基础,但待遇低、编制少等状况影响了专业发展积极性。建议从提高待遇、创新教师编制和职称评审机制、提升村幼教师职业成就感和幸福感、构建明晰的专业发展愿景及建立和谐关爱的园(校)人际关系等方面综合发力,以提升“90后”村幼教师持续性专业发展的内生动力。In recent years,the"post-90s"graduates of normal colleges and universities have been continuously enriched into the ranks of village teachers.How about the professional quality of"post-90s"village teachers?How about their professional identity and motivation for professional development?These problems have an important impact on the development of village children and the quality of rural preschool education.It is found that"post-90s"village teachers have a higher starting point and a good motivation for professional development,but low salary and few staff establishing affect their enthusiasm for professional development.It is suggested that comprehensive efforts should be made from the improvement of salary,innovation of teacher staffing mechanism,promotion of occupational happiness of village teachers,construction of clear professional development vision,and establishment of harmonious and caring interpersonal relationship between kindergartens(schools)to motivate"post-90s"village teachers to continue professional development.

关 键 词：农村村级幼儿园 “90后”幼儿园教师 持续性专业发展内生动力 

分 类 号：G615[文化科学—学前教育学]