幼儿园教师为何供给迟疑?——高职学前教育专业学生从教意愿的问题审视与实践路向

Why is there a Shortage of Kindergarten Teachers Supply--Examination and Practical Direction of Students Majoring in Preschool Education in Higher Vocational Colleges from the Perspective of Teaching Willingness

强国必先强教,强教必先强师。作为幼儿园教师队伍供给侧的生力军,高职学前教育专业学生的从教意愿彰显着个人的职业期望和社会的教育期待。基于调查数据和质性访谈,研究发现:高职学前教育专业学生从教意愿在强度、方向及地区选择上存在“走一步看一步”“倾向于去幼教机构”“回到家乡有依靠”的问题标签。通过探寻问题标签背后的作用机理,发现高职学前教育专业学生在从教意愿强度上“劳动付出”与“职业期望”不成正比,在从教意愿方向上“专业培养”与“现实环境”不相匹配,在从教意愿地区上“心理压力”与“职业认同”互相挤压。为了解决从教行为滞后问题,需要关注并提升高职学前教育专业学生从教意愿。一是树立良好的从教价值取向,构建职业身份的认同感;二是完善多方协同的人才培养机制,增强愿意从教的主动性;三是构建积极的从教社会环境,提升从教选择的吸引力。

To make a country to be more powerful,we must first strengthen education,and to strength⁃en education,we must first strengthen teachers’quality.As the main force in the supply side of kindergar⁃ten teachers,the teaching willingness of higher vocational college students majoring in preschool education reflects their personal career expectations and social educational expectations.Based on survey data and qualitative interviews,the study found that students majoring in preschool education in higher vocational colleges have problems with their teaching willingness in terms of intensity,direction,and regional selec⁃tion,such as“taking one step at a time”,“tending to go to preschool education institutions”,and“prefer to returning to hometowns”.By exploring the underlying mechanisms behind problem,it was found that stu⁃dents majoring in preschool education in higher vocational colleges have a disproportionate relationship be⁃tween their“labor input”and“career expectations”in terms of teaching willingness intensity,a mismatch between“professional training”and“real environment”in terms of teaching willingness direction,and a mutual pressure between“psychological pressure”and“professional identity”in terms of teaching willing⁃ness regions.To solve the problem of lagging teaching behavior,it is necessary to pay attention to and im⁃prove the teaching willingness of higher vocational college students majoring in preschool education.The first is to establish a good educational value orientation and build a sense of professional identity;The sec⁃ond is to improve the multi-party collaborative talent training mechanism and enhance the initiative of teaching willingness;The third is to build a positive social environment for teaching and enhance the attrac⁃tiveness of the choice of teaching.