The Connotation Mechanism and Optimization Path of Kindergarten Teachers' Emotional Involvement in the Classroom

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  In Roundtable Session: Examining Chinese Teachers' Identities (Table 10)

Abstract

As a kindergarten teacher in China, the need for "emotional engagement" is often regarded as professional ethics and professional skills. However, in front-line teaching, teachers often feel powerless. This study adopted the qualitative research method and selected 12 teachers from 3 kindergartens in M District of S City in eastern China as the research objects. Of these, eight were females and four were males, aged between 24 and 59. The results show that there are two main factors that affect affective involvement of kindergarten teachers, including individual psychology and external environment. What is more noteworthy than "engagement" is how to engage. When teachers are "emotionally engaged", they need to pay attention to their own emotions and achieve true resonance.

Author

• Wenhan Yao, East China Normal University