学前教育专业男生专业认同研究

The Major Identity of Male Students Majoring in Preschool Education

关注学前教育专业男生的专业认同对促进学前教师队伍性别均衡具有重要价值。基于“专业认同即学习者在专业认知、专业自我效能感、专业学习、专业情感体验等方面表现出的积极程度”这一操作化定义,采用问卷和访谈法,本研究发现:学前教育专业男生专业认同总体处于中低等水平,其在专业认知和专业自我效能感等维度上认同感较高,但在专业情感和专业学习等维度上认同感较低。影响大学生学前教育专业认同的因素包括就业前景、实习体验、职业性别观念等因素。其中,就业前景与职业性别观念互为因果,对专业认同有关键影响,也应当被视为政策干预的重点领域。

Research on the major identity of male students majoring in preschool education is of great value in promoting gender balance in preschool teachers.Based on the operational definition of“major identity refers to the positive degree of learners’major cognition,major self-efficacy,major oriented professional learning,major emotional experience”,using the method of questionnaire and interview,this study found that male students majoring in preschool education have a medium to low level of major identity,On the one hand,they have a high level sense of identity in dimensions such as major cognition and major self-efficacy,on the other hand,a low level sense of identity in dimensions such as major emotion and major oriented professional learning.The factors influencing the major identity in preschool education include employment prospect,internship experience,and occupational gender concept and so on,among which employment prospects and occupational gender concepts are mutually causal and carrying out a key impact and wherefore those two aspects should be considered as the focus of policy intervention.