A phenomenological study on the influence of kindergarten internship experiences on occupational identity of chinese preschool education majors

This study investigates the impact of internships on shaping the occupational identity of students majoring in preschool education, utilizing a phenomenological approach. Data were collected through interviews with six current students and six graduates from the preschool education program at Y University in China. The data were analyzed using Giorgi's phenomenological analysis method, resulting in 423 meaning units, 62 subordinate elements, and 27 overarching categories, which were synthesized into six key themes. These themes include: constructing an occupational self-portrait, achieving a sense of belonging and identity within the occupational group, validating and refining occupational perceptions, developing occupational emotions and attitudes, building occupational resilience, and clarifying career choices and plans. The findings highlight the significance of kindergarten internships for Chinese students majoring in early childhood education, emphasizing their value in practical implementation and resource investment.