| 李艳菊，张娜娜.幼儿园初任教师专业自我的内在构成研究[J].陕西学前师范学院学报,2025,41(1):78-86 |
| 幼儿园初任教师专业自我的内在构成研究 |
| Research on the Internal Composition of Beginning Kindergarten Teachers’Professional Self |
| 投稿时间：2024-09-26 修订日期：2024-10-28 |
| DOI：10. 11995/j. issn. 2095-770X. 2025. 01. 009 |
| 中文关键词: 幼儿园初任教师 教师专业自我 内在构成 混合研究 |
| 英文关键词: kindergarten beginning teachers teachers’ professional self internal composition mixed research |
| 基金项目:教育部人文社会科学研究青年基金项目（21YJC880042） |
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| 中文摘要: |
| 幼儿园初任教师是幼儿园教师群体“再生产”过程的关键环节。其专业自我的建构不仅关系着园所教师队伍的稳定，更关系着初任教师自身能否顺利度过职业适应期。运用扎根理论“自下而上”构建幼儿园初任教师专业自我内在构成维度，然后运用量化分析调整完善质性研究结论。结果发现：幼儿园初任教师专业自我内在结构包含专业自我知觉、专业自我体验、专业自我动机和专业自我规划四个维度。但是，这四个维度并非静态固化构成，每一个维度都能成为撬动初任教师专业自我形成的启动杠杆，呈现出“风叶式”的内在结构模型。 |
| 英文摘要: |
| Beginning teachers in kindergarten are the key link in the process of kindergarten teachers’ group “reproduction”. The construction of their professional self is not only related to the stability and of kindergarten teachers, but also related to weather the beginning teachers themselves can successfully pass the career adaptation period. The research adopts by constructing the internal structural dimensions of beginning teachers’ professional self by using the“bottom-up”grounded theory, and adjusting and improving the qualitative research conclusions through quantitative analysis. The results show that, the kindergarten beginning teachers’ professional self includes four dimensions: professional self perception, professional self experience, professional self motivation and professional self plan. However,these four dimensions are not static and solidified. Each of them can become a starting lever to leverage the beginning teachers’ professional self, showing a “wind-leaf”internalcomposition model. |
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