文章摘要
建国以来我国托育保教人员专业身份变迁与再构路径
Changes in the Professional Identity of Childcare educaters in China Since the Founding of the People"s Republic of China and the Way of Reconstruction Pathways
投稿时间:2024-04-08  修订日期:2024-05-12
DOI:
中文关键词: 保教人员,专业身份,专业认同,专业发展
英文关键词: Caregivers, Professional  identity, Professional  identity, Professional  development
基金项目:教育部人文社会科学基金项目
作者单位邮编
吕 武* 江苏第二师范学院 学前教育学院 210013
袁秋红 重庆师范大学 401331
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中文摘要:
      专业身份是托育保教人员队伍建设的基础性问题。为揭示我国托育保教人员专业身份的发展变迁和当前现状,运用历史制度主义的分析框架进行分析发现,建国以来托育保教人员专业身份经历了四个明显的阶段,其专业身份分别是有爱心的儿童看护者、初等专业训练的保育员、中等专业水平的保育人员以及具有专业知识和专业技能的专业人才。不过,具有专业知识和技能的专业人才的专业身份尚未建构完成,因此托育保教人员专业身份仍需在现有基础上再构。再构过程中需着重明确托育服务的公共服务属性,建立托育保教人员专业标准和发展体系,引导形成具有广泛影响力的专业认证主体,推动托育保教人员队伍专业化发展机制的形成,提升托育保教人员的专业认同和专业发展内在动力。
英文摘要:
      Based on historical institutionalism, the internal logic of the development and evolution of policy systems can be revealed over a long period of time. Using its analytical framework, it was found that there are three key nodes in the professional identity changes of childcare and education personnel in China since the founding of the People"s Republic of China. The status of childcare and education personnel since the founding of the People"s Republic of China can be divided into four stages, with their professional identities being caring child caregivers, primary professional trained childcare personnel, moderate professional level childcare personnel, and professional talents with professional knowledge and skills. However, the professional identity of professionals with professional knowledge and skills has not yet been fully formed, and the relevant institutional construction and development mechanisms are still not sound. Therefore, the professional identity of childcare and education personnel still needs to be improved and restructured on the existing basis. In the process of restructuring, it is necessary to focus on clarifying the public service attributes and positioning of childcare services, improving the professional standards and development system of childcare and education personnel, guiding the formation of a widely influential professional certification body, promoting the formation of a professional development mechanism for childcare and education personnel, and enhancing the professional identity and internal driving force of professional development of childcare and education personnel.
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