“Respect but Keep Away”: Student Teachers'Professional Identity and Career Choice in Early Childhood Teacher Education Programs Through the Lens of Field Theory

Abstract

Abstract:

The reality shock experienced by student teachers affected their professional identity and career choices. This research takes 12 public-funded normal students of preschool education major who have completed educational practice as the research objects, adopts semi-structured interview method, and with the help of field theory, empirically analyzes the status of public-funded normal students' identification with the preschool teacher profession and their choice of teaching. The study found that preschool education public-funded normal students were affected by various tensions and specific factors in the field of college and kindergarten, between the field of power and the field of practice, and showed a habit of active reflection; publicly funded normal students highly agree with the intrinsic professional value of the profession of kindergarten teachers to children's development, but they have low identification with their external social status and remuneration packages, and show a “stay away” attitude towards the profession of kindergarten teachers.

Key words: preschool education, public-funded normal students, professional identity, teaching practice, field theory

CLC Number:

Li Qiong, Zhao Jiangshan, Liu Wei. “Respect but Keep Away”: Student Teachers'Professional Identity and Career Choice in Early Childhood Teacher Education Programs Through the Lens of Field Theory[J]. Education Science, 2022, 38(4): 67-74.

Figures/Tables 2

References 38

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编号
A1	女	理论实践结合,需要耐心,经历纯真而美好	希望做“学前人”	是	履约且认同做学前教师
B1	女	有成长,压力挺大,需要团队(协作)	接受做幼儿园教师、中专学前教师	是	履约且认同做学前教师
C2	女	累,幸福,有收获	虽不愿做学前教师,但会继续履约	是	计划履约做教师,但不愿做幼儿园教师
D2	女	特别累,特别幸福,有恐惧和担心(对前途),有被同化(被一线老师经验)	感觉工作太累;曾签约小学但出意外,不得已换做幼儿园教师	是
E2	女	累,有幸福感	履约但不打算做幼儿园教师	是
F2	女	感到辛苦,有高成就感	暂定做幼儿园教师	是
G2	男	很充实,并不感兴趣,开心	做中学数学教师,已签约	是
H2	女	看着容易做着难,兴奋,感动,任重道远	如果能去理想的幼儿园则履约,否则违约	是
I3	女	其实挺累的	暂时不做学前教师,有经济实力再考虑;因“免费师范生”政策捆绑才选择读学前教育专业	否	违约,不做教师
J3	女	累,感动	违约,不擅长不热爱学前教育,自己是理科生,想换专业考研	否
K3	女	学会做一个温柔而坚定的人,努力去做一个保持激情并勤于思考的人	违约,计划出国深造且已被录取	否
L3	男	读学前教育专业值得,孩子值得付出,累但是幸福	违约,打算考研	否