A Qualitative Study on the Mechanism of Emotional Energy Generation of Preschool Education Interns
As the driving force of professional development of preschool education interns,emotional energy directly affects their professional identity,and then plays a decisive role in their participation in or escape from kindergarten work.This study uses grounded theory to analyze interns'emotional experience,and then explores the mechanism of emotional energy generation.The results show that the opportunity space is the inducing condition of the interns'affective titer.Situational perception evaluation is the core factor of interns'affective valence,which is influenced by the practical needs and value orientation of interns.The nature of affective titer directly affects the level of affective energy.The extended self plays regulating role between affective titer and affective energy.Based on this,in order to improve the emotional energy of interns and the quality of internships,universities and kindergartens should cooperate to build a common concern based on"child development"and create a positive space for interns.Creating equal power and status situations,develop multiple emotional ties,promote the establishment of"new"learner identity for interns.
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