本文選題：職業(yè)認(rèn)同　切入點(diǎn)：非學(xué)前幼兒教師　出處：《華東師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 幼兒教師的職業(yè)認(rèn)同對(duì)于幼兒教師的專業(yè)成長(zhǎng)具有重要的意義,首先幼兒教師對(duì)自己職業(yè)的認(rèn)同是她們獲得長(zhǎng)足的發(fā)展的前提,其次,幼兒教師如果有較高的職業(yè)認(rèn)同,那么她必然能以澎湃的熱情和積極地心態(tài)投入到自己工作中去,這對(duì)其高質(zhì)量高效率地完成工作也有一種推動(dòng)作用。此外,職業(yè)認(rèn)同還是促進(jìn)幼兒教師發(fā)展的內(nèi)在動(dòng)力。非學(xué)前幼兒園教師作為幼兒教師隊(duì)伍的一份子,堅(jiān)定的職業(yè)認(rèn)同對(duì)于她們來(lái)說(shuō)同樣舉足輕重。 通過(guò)對(duì)非學(xué)前幼兒教師進(jìn)行問(wèn)卷調(diào)查發(fā)現(xiàn),上海市非學(xué)前幼兒教師職業(yè)認(rèn)同總體水平較高,但是在各要素上的水平不均衡,其中“情緒情感”、“勝任情況”、“投入意愿”、“人際支持”的認(rèn)同水平較高；而“持續(xù)承諾”以及“目標(biāo)確定”兩個(gè)維度上的認(rèn)同相對(duì)較低。非學(xué)前幼兒教師優(yōu)越感與危機(jī)感并存、可獲得的豐富的外部支持資源以及平等的待遇對(duì)促進(jìn)其職業(yè)認(rèn)同都有重要作用,而社會(huì)聲望與經(jīng)濟(jì)收入低、動(dòng)機(jī)水平不高是制約非學(xué)前幼兒教師職業(yè)認(rèn)同發(fā)展的重要因素。 在情緒情感的維度上,非學(xué)前幼兒教師更多體驗(yàn)到的是與幼兒相處的“幸福感”與被幼兒需要的“成就感”,但是來(lái)自于該職業(yè)本身的“自豪感”認(rèn)同則較低。非學(xué)前幼兒教師普遍認(rèn)為自己完全能勝任幼兒教師這一職業(yè),但是對(duì)于自身的“科研能力”卻心存疑慮。外生涯目標(biāo)是非學(xué)前幼兒教師職業(yè)目標(biāo)的主導(dǎo)。 文化效能的衰退以及壓力的變化是不同年齡以及教齡非學(xué)前幼兒教師職業(yè)認(rèn)同有差異的根源所在。園所的級(jí)別影響非學(xué)前幼兒教師支持性資源的獲得。職稱對(duì)職業(yè)穩(wěn)定性有重要作用,從而也間接影響了職業(yè)認(rèn)同的發(fā)展水平。在職業(yè)認(rèn)同水平上,原專業(yè)為藝術(shù)專業(yè)的非學(xué)前幼兒教師較占優(yōu)勢(shì)。 建議首先要提高整個(gè)幼教職業(yè)社會(huì)聲望和經(jīng)濟(jì)地位,其次應(yīng)該使非學(xué)前幼兒教師對(duì)科研有一個(gè)正確的認(rèn)識(shí),再次為非學(xué)前幼兒教師減壓,幼兒園要因人制宜地制定培養(yǎng)培訓(xùn),并鼓勵(lì)非學(xué)前幼兒教師形成高層次的職業(yè)追求。
[Abstract]:The professional identity of preschool teachers is of great significance to the professional growth of preschool teachers. First, the recognition of their own profession is the prerequisite for their rapid development, and secondly, if they have a higher professional identity, Then she is bound to be able to devote herself to her work with intense enthusiasm and a positive attitude, which also contributes to the high quality and efficiency of her work. In addition, Professional identity is also the internal motive force to promote the development of preschool teachers. Non-preschool kindergarten teachers as a part of the early childhood teachers, the firm professional identity is equally important to them. Through the questionnaire survey of non-preschool preschool teachers in Shanghai, it is found that the level of professional identity of non-preschool preschool teachers in Shanghai is relatively high, but the level of each element is not balanced. Among them, "emotion and emotion", "competence", "willingness to participate", "interpersonal support" have higher level of identity, while the two dimensions of "continuous commitment" and "goal determination" are relatively low, non-preschool teachers' sense of superiority and sense of crisis exist side by side. The abundant external support resources available and equal treatment play an important role in promoting their professional identity, while the low social prestige and economic income, the low level of motivation are the important factors restricting the development of non-preschool preschool teachers' professional identity. In the emotional dimension, Non-preschool teachers experience more "happiness" with children and the "sense of achievement" needed by children, but the "pride" from the profession itself is relatively low. Non-preschool teachers generally think that. He is fully qualified for the profession of early childhood teacher, However, there are doubts about their own "scientific research ability", which is dominated by non-preschool preschool teachers' professional goals. The decline of cultural efficacy and the change of pressure are the root causes of the differences in the professional identity of non-preschool teachers of different ages and teaching years. The level of the kindergarten affects the acquisition of supportive resources for non-preschool preschool teachers. Career stability plays an important role, In the level of professional identity, non-preschool teachers majoring in art are dominant. It is suggested that first of all, we should improve the professional prestige and economic status of the whole preschool education, secondly, we should make the non-preschool preschool teachers have a correct understanding of scientific research, decompress the non-preschool preschool teachers again, and the kindergartens should formulate training and training according to the needs of the people. And encourage non-pre-school preschool teachers to form a high-level career pursuit.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 李莉娜;幼兒教師職業(yè)認(rèn)同研究[D];廣州大學(xué);2011年

2 鄧杰;教育實(shí)習(xí)對(duì)免費(fèi)師范生職業(yè)認(rèn)同感的影響[D];西南大學(xué);2012年

3 馬蓉;非學(xué)前教育專業(yè)幼兒教師專業(yè)發(fā)展動(dòng)機(jī)研究[D];陜西師范大學(xué);2012年

4 唐建榮;特殊學(xué)校教師職業(yè)認(rèn)同研究[D];華東師范大學(xué);2012年

5 付明梅;特崗教師職業(yè)認(rèn)同感與其工作滿意度的相關(guān)度研究[D];南昌大學(xué);2012年

，

本文編號(hào)：1579059