Preservice Teachers' Professional Ethics Awareness in Preschool Education and Its Enhancement Pathways: A Case Study of Chongqing City

Xiaoya Li; Yang Pu

doi:10.6918/IJOSSER.202411_7(11).0046

Authors

Xiaoya Li
Yang Pu

DOI:

https://doi.org/10.6918/IJOSSER.202411_7(11).0046

Keywords:

Preschool Education Major, Preservice Teachers,Professional Ethics Awareness,Current Status Research.

Abstract

Professional ethics is the core of kindergarten teachers' profession. To understand the cultivation of professional ethics among preservice teachers majoring in preschool education in Chongqing City, this study used a self-compiled questionnaire to survey the professional ethics awareness of preservice teachers in the preschool education major at three normal universities in Chongqing City. The results showed that the overall and each dimension of professional ethics awareness is relatively high, with varying degrees of differences in aspects such as grade and gender. The professional ethics awareness of preservice teachers is mainly influenced by the preservice teachers themselves, the school's professional ethics education, and the social recognition of the kindergarten teacher profession. Based on the analysis of existing problems and influencing factors, this study summarizes the pathways to further strengthen the professional ethics awareness of preservice teachers in preschool education: first, to improve the professional ethics awareness of the professional ethics teacher team, second, to optimize the moral education curriculum for preservice teachers, third, to pay attention to the improvement of preservice teachers' self-awareness, and finally, to improve the social understanding of the kindergarten teacher profession from a social perspective.

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