IDENTITY DEVELOPMENT ON BECOMING A 'HLSSA' NOVICE KINDERGARTEN PROFESSIONAL TEACHERS IN NANCHANG CITY JIANGXI PROVINCE: A NARRATIVE INQUIRY

Povzetek

This research uses narrative inquiry to examine how novice kindergarten teachers develop their professional identity under the HLSSA framework in Nanchang's private kindergartens. Three teachers participated in in-depth interviews and case analysis. The findings show professional identity formation is dynamic, shaped by critical experiences and ongoing reflection. Teachers faced challenges with classroom management, emotional bonds, and parent communication. Through practice and self-adjustment, they shifted from external motivation to internal commitment, evolving from imitators to reflective practitioners. Mentorship and emotional support proved essential for identity construction. The study offers strategies for supporting novice teachers' professional growth in private kindergarten settings. The findings highlight how novice teachers navigate multiple roles and challenges while progressively establishing stable professional identities aligned with HLSSA principles. The research proposes practical support strategies for enhancing novice teacher professional growth, providing theoretical foundations and practical guidance for teacher workforce development in private kindergartens.