| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系 === 106 === This study is focused on two preschool educators and takes Narrative research to find out the process of their professional identity molding, the influence of professional identity molding, and the detailed meaning of professional identity. The following is the result of the study:
1. These two preschool educator’s professional identity process are divided into longing, unclear professional identity, contradictory professional identity professional identity, complete professional identity and longing, theoretical professional identity, practical identity, complete professional identity. These processes are variable, in stages, and continually.
2. The effects of preschool educators’ professional identity molding factors are yearn for preschool education, the professional training of preschool education, work experiences and the positive emotion. The work experiences especially had the profound impact in their mind.
3. The professional identity of these two preschool educators can be divided into four types:
(1) Professional conscious identity: preschool education is a professional occupation, which based on professional knowledge. Preschool educators professional training is necessary, they must know professional knowledge of preschool education and the positive attitude and belief are required.
(2) Professional participation identity: preschool educators put a lot of their effort on the lessons, and always reconsider about their behaviors, they don’t fussy about the money and energy they spend, they have professional growing spirit.
(3) Professional role identity: Preschool educators know why they are important, and professional, and they also understand they are competent preschool educators.
(4) Professional emotion identity: Preschool educators have passion for their job, they have a sense of belonging and identification about preschool education, and a life time commitment for their future career.
Key words: preschool educators, professional identity
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