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学前教育教师专业认同是教育研究的热点,但主要研究却总是忽视了对教师队伍中的后备队——师范生的研究。结合少数民族学前教育师范生身份特点,以教师专业认知、教师专业态度、教师专业行为、教师专业培养四个维度,从学历层次、所在年级、生源地、家庭经济状况等方面探讨了新疆少数民族学前教育师范生的教师专业认同现状。
The pre-school teacher professional recognition is a hot spot in education research, but the main research always neglects the research on the reserve team-normal students in the teachers’ ranks. Based on the characteristics of identity of minority students in pre-school education, this paper discusses four major dimensions of teachers ’professional awareness, teacher’s professional attitude, teachers’ professional behavior and teacher’s professional development. The author discusses the following aspects: academic level, grade, source, family economic status, Teacher Professional Identification of Students in National Preschool Education.