新时期幼儿教师专业发展:现实特点与未来走向——基于重庆市5个区(县)的实证分析

Professional Development of Preschool Teachers in the New Era: Realistic Features and Future Trends ——Based on the Empirical Analysis of Five Districts (or Counties) in Chongqing

为了解新时期幼儿教师专业发展的现实特点和预测未来走向,对重庆市5个区(县)775名幼儿教师的专业发展情况进行调研。研究发现,受地域、教龄、学历、职称、入职途径、教师资格等因素的影响,幼儿教师在专业知能、专业投入、专业情感、专业认同、人际支持5个维度上存在差异性和独特性,但也表现出共性和时代特点。因此,在总结相关研究结果的基础上,提出从构建政策支持与保障体系、打造专业发展共同体、提高幼儿教师专业认同感与幸福感等方面入手,促进幼儿教师专业健康持久发展。

In order to investigate the characteristics and future trend of preschool teachers professional development in the new period of preschool education, we investigated 775 preschool teachers in five sample districts and counties in Chongqing. Due to the impact of factors such as region, seniority, educational background, professional ranks and qualification, the overall teachers professional development has shown differences and characteristics in the five dimensions: professional knowledge and ability, professional investment, professional emotion, professional identity and interpersonal support. At the same time, preschool teachers development in the new period of preschool education also shows corresponding commonalities and characteristics of the times. Based on this research, to promote healthy and sustainable development, we should build a policy support and guarantee system, create professional development community, and promote preschool teachers professional identity and happiness.