冷文文档（国外英文资料）.doc

冷文文档（国外英文资料） Why didnt he go to the kindergarten to become a teacher? -- a case study of a former education male graduate Time: in 2010-1-29 the author: AoNiNa guo-qiang Yin units: southwest university institute of education In recent years, there have been some men walked into the kindergarten. Working in the first line of teaching. But many of these men is not a professional background, and the formal pre-school education in culture, junior college of male graduates seldom enter kindergarten engaged in education teaching work. After a few years of professional study. But not a kindergarten teacher? Why is that? This study looks at the prospective preschool teachers who were supposed to go to kindergarten. The purpose of the study was to extract the maximum amount of information for the study. This study selected case is preschool education department senior boys Z X university classmate. He is one of the department level 3 boys, upper grades, nursery school internship for half a year, has rejected the respectively from shenzhen, chongqing and other places of three kindergarten to throw out the olive branch to him. This study collected data way is mainly semi-structured interviews, according to the research questions, the interview content mainly includes four aspects: one is the personality of ego of respondents for evaluation, secondly, the respondents of self professional development evaluation, three is to male preschool teachers professional evaluation, four is respondents about their future plans. The interview records are recorded as audio, and the transcript is complementary. In the analysis and presentation of the data, the paper focuses on the real objective, and the quoted interview record directly USES the language of the case. As a case study, the logical basis is not statistical inference failure (inference from samples to overall), but expanded analytical reasoning (up from case theory). Therefore, the validity of this case is limited to one person,