“迷惘”与“守望”:幼儿园教师教育信念的生成和发展  

Confusion and Watchfulness:The Generation and Development of Educational Beliefs among Kindergarten Teachers

作　　者：陈晶晶 CHEN Jingjing(Marxism College,Hunan Uniuersity,Changsha 410082 China;Marxism College,Changsha Normal University,Changsha 410100 China)

机构地区：[1]湖南大学马克思主义学院,长沙410082 [2]长沙师范学院马克思主义学院,长沙410100

出　　处：《学前教育研究》2024年第11期75-82,共8页Studies in Early Childhood Education

基　　金：湖南省社会科学基金教育学专项课题“生态位视域下高校思政课教师教学发展现实困境与突围策略”(编号:JJ231890);湖南省教育厅优秀青年科学研究项目“场域视角下高校青年女教师角色冲突与调适路径研究”(编号:22B1113)。

摘　　要：在社会快速变迁、人口结构变动的背景下,幼儿园教师作为学前教育的关键执行者,其专业坚守面临着前所未有的挑战。本研究通过深度访谈与扎根理论分析,揭示幼儿园教师在坚守幼教事业时面临的“迷惘”与“守望”。研究发现,幼儿园教师的教育信念作为教师专业坚守的内隐动力,其生成和发展受教育情感、教育生活史、自我觉醒、反思能力、教育共同体等种种内外部因素的共生影响。Against the backdrop of rapid social and demographic changes,kindergarten teachers,as key implementers of preschool education,face unprecedented challenges in their professional dedication.This study reveals the“confusion”and“vigilance”faced by kindergarten teachers in adhering to the cause of early childhood education through in-depth interviews and grounded theory analysis.Research has found that the educational beliefs of kindergarten teachers,as an implicit driving force for their professional adherence,are generated and developed through the symbiotic influence of internal and external factors,namely love for children,educational life history,self-awareness,reflective ability,and educational community.

关 键 词：幼儿园教师 教育信念 教师专业坚守 

分 类 号：G615[文化科学—学前教育学]