职前幼儿教师专业认同建构路径:认知、行动与反思

The Construction Path of Professional Identity for Pre-service Preschool Teachers: Cognition,Action and Retrospection

职前幼儿教师要想成为一名真正的幼儿教师,需要在进入师范院校学习以及教育实践的过程中不断获得专业认同。研究以"专业认同"为主轴,描绘职前幼儿教师专业认同的建构路径,即职前幼儿教师在自我追寻的过程中,是如何认定自己是一名准幼儿教师的,未来想要成为一名怎样的幼儿教师,具体情境中是如何行动的,行动之后是如何进行的反思。研究将以个案的形式呈现职前幼儿教师专业认同的发展历程,从而梳理分析出职前幼儿教师专业认同的建构路径。

Pre-service preschool teachers, previous to being regular teachers, are required to gain professional identity when they enter normal universities to study and enhance teaching practice. The research, with the professional identity as its spindle, depicts the construction path of professional identity for pre-service preschool teachers, viz. how to identify oneself as a quasi-preschool teacher in the process of self-pursuit, how to take measures in the specific situation when determining to become a preschool teacher, and how to make the retrospection after action. Individual cases will be analysesed to present the development process of gaining professional identity in order to comb the construction path of professional identity for pre-service preschool teachers.