学前教育专业研究生幼儿园教师的职业认同现状与提升建议

Current Status and Promotion Strategies of Professional Identity as Kindergarten Teachers among Postgraduate Students Majoring in Preschool Education

摘要: 我国学前教育正在迈向全面普及和高质量发展的新阶段，急需大量高学历、高素质幼儿教师。近年来，随着研究生招录数量的逐渐增多，学前教育专业硕士的人数规模也在持续扩大，鼓励着学前教育专业研究生投身于一线学前教育事业。基于此，学前教育专业研究生对幼儿教师职业的认同问题逐渐进入公众视野。作为未来幼儿园教师队伍的重要储备力量，学前教育专业研究生对该职业的认同程度，不仅关系到其个人的职业发展路径，更直接影响着学前教育事业的整体质量。本研究结合学前教育专业研究生的视角，探讨该群体对幼儿园教师职业认同的现状和挑战，分析影响其职业认同的主要因素，并在此基础上从个人、社会、高校及政府层面提出的对策建议，以期促进更多学前教育专业研究生提升职业认同，积极投身学前教育事业，促进学前教育的高质量发展。

Abstract: China’s preschool education is entering a new stage of comprehensive popularization and high-quality development, which urgently demands a large number of preschool teachers with high academic qualifications and professional competence. In recent years, with the gradual expansion of postgraduate enrollment, the scale of master of education students majoring in preschool education has been continuously growing, encouraging more postgraduate students in preschool education to engage in frontline preschool education practices. Against this background, the issue of professional identity of preschool education postgraduate students toward the kindergarten teacher profession has gradually attracted public attention. As an important reserve force for the future kindergarten teacher workforce, the level of professional identity of preschool education postgraduate students not only affects their individual career development paths, but also directly influences the overall quality of the preschool education sector. This study, from the perspective of preschool education postgraduate students, explores the current status and challenges of their professional identity as kindergarten teachers, analyzes the main factors influencing their professional identity, and on this basis, proposes countermeasures and suggestions from the individual, societal, university and government levels. The findings of this study are expected to help more preschool education postgraduate students enhance their professional identity, actively participate in the preschool education cause, and promote the high-quality development of preschool education.