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  本文關鍵詞：幼兒教師專業(yè)自我意識研究　出處：《西南大學》2009年碩士論文　論文類型：學位論文

  更多相關文章： 專業(yè)自我意識 幼兒教師 專業(yè)發(fā)展

【摘要】： 幼兒教師專業(yè)自我意識是指幼兒教師在其職業(yè)生涯中形成的,與專業(yè)相關的一系列情感體驗、規(guī)劃期望以及對自己的認識和評價等。專業(yè)自我意識是教師專業(yè)發(fā)展的內在動力。教師只有清晰地認識自我、評價自我,才能進行準確的自我定位,也才能不斷地對自己的認知活動進行積極、自覺的監(jiān)控和調節(jié)。本研究旨在考察幼兒教師專業(yè)自我意識的現(xiàn)狀、探究影響幼兒教師專業(yè)自我意識的因素,以期為提高幼兒教師素質,促進幼兒教師專業(yè)成長提供理論依據(jù)。 本研究以自編《幼兒教師專業(yè)自我意識調查問卷》為研究工具,采取整群抽樣和分層抽樣相結合的方法,對部分城市的250名幼兒教師進行問卷調查,以考察幼兒教師專業(yè)自我意識的現(xiàn)狀。主要結論如下: 1.多數(shù)幼兒教師的專業(yè)自我意識總分處于中等偏上水平,但仍有少數(shù)幼兒教師專業(yè)自我意識總體水平較低。在專業(yè)自我意識的三個因子中,專業(yè)自我體驗的得分最高,專業(yè)自我調控的得分最低。 2.不同園所類型的幼兒教師在專業(yè)自我意識總體水平上差異不顯著,僅在專業(yè)自我調控這個因子上存在顯著差異,且公辦園得分高于民辦園。 3.不同教齡的幼兒教師在專業(yè)自我認識、專業(yè)自我體驗、專業(yè)自我調控以及總體水平上均有顯著差異。隨著教齡的增長,其發(fā)展變化過程為:上升——回落——上升。 4.不同文化程度的幼兒教師僅在專業(yè)自我調控因子上有顯著差異,文化程度越高,專業(yè)自我意識水平也越高。 5.不同園所級別的幼兒教師在專業(yè)自我意識總體水平和專業(yè)自我認識、專業(yè)自我調控這兩個因子上均存在顯著差異。幼兒園的級別越高,專業(yè)自我意識的總體水平越高,但在自我體驗因子上,二級園得分最高。 6.不同職稱的幼兒教師,在專業(yè)自我意識總體水平和各因子上均存在顯著差異。職稱水平越高,其專業(yè)自我意識的總分和各因子得分也越高。 本研究還通過訪談法對10名一線幼兒教師進行了深入訪談。研究發(fā)現(xiàn)影響幼兒教師專業(yè)自我意識的環(huán)境因素有:社會地位、社會支持、組織氛圍、組織形象;個體因素有:擇業(yè)動機和工作動機、職業(yè)認同感、從業(yè)堅定性、工作成就感。
[Abstract]:Pre - school teachers ' professional self - awareness refers to a series of emotional experiences , planning expectations and awareness and evaluation of preschool teachers in their careers . Professional self - awareness is the internal power of teacher ' s professional development . Teachers can continuously and consciously monitor and adjust their cognitive activities . The purpose of this study is to explore the current situation of self - awareness of preschool teachers and explore the factors that affect the professional self - consciousness of preschool teachers . Based on the self - awareness questionnaire survey of preschool teachers ' professional self - awareness , this study investigates 250 preschool teachers in some cities by means of cluster sampling and stratified sampling . The main conclusions are as follows : 1 . Most preschool teachers have a higher professional self - awareness , but there are still a few teachers with low professional self - awareness . In the three factors of professional self - consciousness , the scores of professional self - consciousness are the highest , and the scores of professional self - control are the lowest . 2 . There is no significant difference in the overall level of professional self - awareness among preschool teachers of different gardens . Only in the professional self - regulation , there are significant differences , and the public - run park scores are higher than the private gardens . 3 . Pre - school teachers of different ages have significant differences in professional self - awareness , professional self - experience , professional self - regulation and overall level . With the growth of the teaching age , the process of development is rising _ falling _ up . 4 . Pre - school teachers with different levels of culture have significant differences in professional self - regulation factors . The higher the degree of culture , the higher the level of professional self - awareness . 5 . There are significant differences between kindergarten teachers at different levels of professional self - awareness , professional self - awareness and professional self - regulation . The higher the level of kindergarten , the higher the overall level of professional self - consciousness , but on the self - experience factor , the second - level garden has the highest score . 6 . Pre - school teachers with different titles have significant differences in the overall level of professional self - consciousness and the factors . The higher the level of professional title , the higher the total score of professional self - consciousness and the score of each factor . This study also conducted an in - depth interview with 10 first - line preschool teachers through interviews . The study found that the environmental factors that affect the professional self - consciousness of early childhood teachers are : social status , social support , organizational climate and organizational image ; individual factors include career motivation and motivation , professional identity , professional identity and job satisfaction .

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G615

【引證文獻】

相關期刊論文 前3條

1 宋靜;周燕;;論社會性別對幼兒教師專業(yè)化的影響——基于女性主義視角[J];長沙師范專科學校學報;2011年04期

2 王曉艷;郭敏;;民辦幼兒園教師的素質的現(xiàn)狀調查研究——以三亞市區(qū)為例[J];家教世界;2013年02期

3 馮寶安;;近十年我國幼兒教師專業(yè)發(fā)展研究述評[J];學園;2011年04期

相關碩士學位論文 前8條

1 張玉;幼兒教師對教育教學工作的自我評價研究[D];陜西師范大學;2011年

2 李曉航;幼兒心目中的理想教師形象研究[D];東北師范大學;2011年

3 李戰(zhàn)營;特教師范生教師專業(yè)認同的敘事探究[D];華中師范大學;2010年

4 房瑋婧;優(yōu)秀園長專業(yè)發(fā)展的影響因素研究[D];內蒙古師范大學;2010年

5 趙如;課題研究中新手幼兒教師自我專業(yè)發(fā)展意識的個案研究[D];陜西師范大學;2012年

6 吳迪;特殊教育教師的專業(yè)自我的結構及特點研究[D];西南大學;2012年

7 張曉曉;農村幼兒教師專業(yè)發(fā)展的現(xiàn)狀研究[D];遼寧師范大學;2012年

8 葛媛媛;小學教師自我專業(yè)發(fā)展意識研究[D];沈陽師范大學;2013年

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本文編號：1413625