This case study explores the professional identity of male, government-funded early childhood education trainees at a Guangxi vocational college. Key findings reveal a generally high professional identity level, yet insufficient learning confidence. Significant differences were found based on voluntary major selection and urban-rural background, while identity levels tended to rise with each year of study. Recommendations include strengthening learning support and confidence-building, providing personalized guidance, implementing continuous follow-up across grades, and improving the social status and employment environment for male preschool teachers. This study aims to inform both the cultivation of professional identity and the pre-service training of male preschool teachers.
Liang Qiuli (Wed,) studied this question.