A Case Study on the Construction of Novice Kindergarten Teachers' Professional Identity: From the Perspective of Embodied Cognition Theory

Abstract

From the theoretical perspective of embodied cognition, we can highlight the internal logic of teachers'professional identity construction in real situations and provide theoretical support and practical guidance for formulating novice kindergarten teachers'professional development strategies. By case study, this study discussed the construction process of novice kindergarten teachers'professional identity through a semi-structured in-depth interview with a novice kindergarten teacher. The results showed that the construction of novice kindergarten teachers'professional identity is a process of rational choice, problem reflection, experience accumulation, example-driven and vision development endowed by practice. Novice teachers construct the professional identity of kindergarten teachers with the media of embodied physical practice, personal initiative and social situation. Therefore, in the future, the preparing of kindergarten teachers should focus on practical knowledge, effectively promote the path of embodied practical activities, and create an embodied social situation, so that novice kindergarten teachers can construct professional identities that meet the actual needs.

Keywords

• novice kindergarten teachers
• professional identity
• identity construction
• embodied cognition theory