The Research Of The Subjective Factors Influence Teachers’ Professional Development In Fengtai’s Public Kindergartens

Professional, is the endless pursuit of senior state in different research field. Teachers’professional development is the trends and popular of the world teachers’ education, this isalso the time of teacher reform need and direction in our country. In reveal today preschooleducation become increasingly important, So the study of preschool teacher professionaldevelopment, has great theoretical and practical significance.The literature analysis results indicate there are various factors impact thedevelopment of teacher’s professional. In this study, combination of quantitative research andthe qualitative research methods, mainly from the teachers’ own subjective factors, including:the teachers’ professional beliefs, teacher study, teachers self-reflection and teachers’self-evaluation. From these dimensions, through the questionnaire of " The preschoolteacher professional development of Fengtai-district level, adopt stratified random samplingmethod, the convenience sample from10public kindergartens of Fengtai district, involved in200preschool teachers participation in the questionnaire survey. On this basis, this studyattempts to have a more nuanced perspective and research of the present situation and thesubjective affecting factors of public kindergarten teachers’ professional development inFengtai district.Through literature study and after the questionnaire survey can come to someconclusions: First, the teacher’s own subjective factors have significant effect on teachers’professional development; Second, in all kinds of subjective factors, the teachers’ cooperativereflect affects most, the followed factors are teacher learning and self-assessment, the effectsof the teacher’s professional beliefs have less impacted to the teacher professionaldevelopment. Third, the influence of teachers’ professional development between all kinds ofsubjective factors are closely linked. Based on that, the kindergarten offers a variety of formsthat can through the environment of indirect improve teachers’ professional quality,integrating and optimizing the teacher’s professional life of the specific environment, dissolvethe adverse impact factors, effective advancement of preschool teacher’s professional development, the preschool teachers also from their own subjective factors to improve theirprofessional level, only in this way the preschool teachers can forward continuously in theprofessional growth path.