托幼一体化背景下幼儿教师职业认同模式重构与实践路径

Reconstructing the Professional Identity Model and Practical Pathways of Preschool Teachers in the Context of Integrated Childcare and Education

摘要: 在托幼一体化持续推进的背景下，幼儿教师职业角色、专业要求与工作情境发生了深刻变化，传统职业认同框架已难以充分解释其身份重构过程。基于此，本文立足托幼一体化政策逻辑与幼儿教师职业发展实际，分析其职业认同的内涵特征及影响因素，构建由跨龄专业认知、角色整合接纳、责任与政策遵从、情感归属与效能构成的“CARE”整合模型，并在此基础上提出职业认同提升的实践路径。研究认为，托幼一体化不仅推动了托育与学前教育的衔接整合，也为幼儿教师职业认同由分段式向连续发展式、由单一角色式向复合专业式转变提供了重要契机。本文可为托幼一体化背景下幼儿教师队伍建设提供理论参考与实践启示。

Abstract: Against the backdrop of the sustained advancement of integrated childcare and education, preschool teachers’ professional roles, professional requirements, and working environments have undergone profound changes. The traditional framework of professional identity can no longer adequately explain the process of their identity reconstruction. Based on this, this paper, grounded in the policy logic of integrated childcare and education and the realities of preschool teachers’ professional development, analyzes the connotations and influencing factors of their professional identity, and constructs the “CARE” integrated model, consisting of cross-age professional cognition, acceptance of role integration, responsibility and policy compliance, and emotional belonging and efficacy. On this basis, practical pathways for enhancing professional identity are proposed. The study argues that integrated childcare and education not only promotes the articulation and integration of childcare and preschool education, but also provides an important opportunity for preschool teachers’ professional identity to shift from segmented development to continuous development, and from a single-role orientation to a compound professional orientation. This paper can provide theoretical reference and practical insight for the development of preschool teacher teams in the context of integrated childcare and education.