| 李丽，杨海华.学前教育师范生专业认同影响因素模型构建[J].陕西学前师范学院学报,2020,36(8):91-99 |
| 学前教育师范生专业认同影响因素模型构建 |
| Model Construction of Factors Affecting Professional Identities of PreschoolEducation Students Based on Grounded Theory |
| 投稿时间：2020-03-29 修订日期：2020-04-29 |
| DOI：10.11995/j.issn.2095-770X.2020.08.013 |
| 中文关键词: 学前教育 专业认同 影响因素 扎根理论 |
| 英文关键词: preschool education professional identity influence factors grounded theory |
| 基金项目:江苏省高校教学研究项目（11611011733） |
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| 摘要点击次数: 952 |
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| 中文摘要: |
| 专业认同的形成和发展受多种因素的影响，厘清学前教育师范生专业认同的影响因素，对于提高培养质量，提升学前教
育师资队伍质量具有重要作用。采用扎根理论研究方法，从学前教育师范生在专业学习过程中对专业情感、专业认知、专业行为
和职业选择的主观感受与认识出发，经过三级编码，归纳学前教育师范生专业认同的影响因素为：自身条件、重要他人、专业学习
和社会因素，这些因素相互联系共同影响专业认同，其中自身条件对专业情感和行为的影响较为突出，重要他人和专业学习对专
业认知、情感和行为的影响比较明显，社会因素对职业选择具有一定的调节作用。笔者希望厘清专业认同各成分与不同影响因
素之间的作用机制，为学前教育师范生提高专业认同，提高培养质量提供理论和实践依据。 |
| 英文摘要: |
| The formation and development of professional identity are influenced by many factors. It is very
important to clarify the influencing factors of professional identity for pre-school teachers to improve the
training quality of normal students and the quality of pre-school teachers. Based on the grounded theoretical
research method, starting from the subjective perception and understanding of professional emotion, professional
cognition, professional behavior and career choice of preschool normal students in the process of professional
learning, and through three-level coding steps, this study concludes that the influencing factors of preschool
normal students' professional identity are their own conditions, important others, school learning and social
factors, and these factors are mutually reinforcing. Among them, their own conditions have a more prominent
impact on professional emotion and behavior. Important others and school learnings have a more obvious
impact on professional cognition, emotion and behavior. Social factors have a certain role in regulating career
choice. The purpose of this study is to clarify the mechanism between various components of professional
identity and different influencing factors, so as to provide theoretical and practical basis for improving
professional identity and training quality of pre-school normal students. |
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