摘要
本研究采用质性研究方法,通过目的性抽样,聚焦11位学前教育本科生的教育实习经历。研究发现:教育实习使学前教育本科生对幼师职业产生了坚守或逃离的两种选择。从认知层面看,学前教育本科生在教育实习前后对幼师职业的理解和对幼师职业自我胜任感的认识产生了变化;从情感层面看,教育实习中的"重要他人"帮助学前教育本科实习生加深了对幼师的职业情感。整体上来说,一方面实习生在教育实习中遭遇了"上课"和"带班"的双重挑战,另一方面实习生又在"指导教师"的专业指导下及"儿童群体"的情感感召下,增强了对幼师职业的认同和热爱,进而促进了对幼师的职业承诺。
This study selected 11 undergraduates to conduct a qualitative research on their experience in educational practice. It found that educational practice has an important impact on the career choice of preschool undergraduates that chose to insist on or escape from the kindergarten profession. In the cognitive term, undergraduates’ understanding of kindergarten teachers’ work and sense of professional competence changed after the educational practice, and in the emotional term, the "important others" in the educational practice helped the interns deepen their professional affections towards kindergarten teachers. On the whole, undergraduate students are confronted with the dual challenges of "teaching" and "managing" in the teaching practice, and, under the guidance of tutoring teachers and with the emotional appeal of children groups, the interns have strengthened their recognition and love of the kindergarten profession, thus consolidating their career commitment to kindergarten education.
出处
《宁波大学学报（教育科学版）》
2020年第1期100-106,共7页
Journal of Ningbo University(Educational Science Edition)
基金
2019年度宁波大学教研项目课堂教学改革项目“信息技术与“幼儿行为观察”课程融合研究”(JYXMXKG201905)
关键词
教育实习
学前教育本科生
职业选择
质性研究
educational practice
preschool education undergraduates
career choice
qualitative research
