| Abstract The preschool normal school used to be the main training institute for preschool teachers, and the graduates are an important force of the current preschool teaching staff in china. Research on career development of such a group can not only provide us with information about their current situation and future professional development, but also give us a better understanding of research on career development of Chinese preschool teacher and their working demands. In the meanwhile , by the “deep depict “of career development process of the sixteen 1990’s graduates in a Middle China province , the study reveals the living state of this group in the context of social change. Moreover, it expands the vision of this field and has enriched the research field of career development. Therefore, 16 Graduates from preschool normal school in 1990’s are enrolled in the study. Through the narrative inquiry method, the study aims at revealing the real, complex and diversified instructional practice and working out a whole picture of these graduates’ career development in the context of social change. Through description of the process of career development by stages, this study gives prominence to critical events and confusion the graduates encountered in the process of their development, which a whole picture of the interviewees’ career development processes are reproduced. Based on time and context, the conclusions demonstrate the career development process of 16 interviewees in over past ten years. Based on the narratives of 16 interviewees’ career development and theories of existentialism, female ethics and social role, the study tries to make discussion and reflection of career development of 1990s preschool normal school graduates from three perspectives: Individual self-consciousness, the feminine special characters as well as the realization of self-value. |
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