An Investigation On Three Types Of Preschool Teachers’ Professional Development Demands

Pre-school education is an important social undertaking, but also the foundation of lifelong education. Preschool teachers are the key to preschool education’s development, teachers’ development decide the quality of preschool education. In order to improve the level of the preschool education’s development, country and kindergarten should strengthen the concern of demands of preschool teacher’s professional development, especially the concern of the novice preschool teachers, qualified kindergarten teachers and the backbone of preschool teachers. Novice preschool teachers just hired to be appointed, they have no abilities to competent for teaching, qualified preschool teachers have certain working experience, the backbone preschool teacher is a group of excellent teachers with much experience. The quality on three types of preschool teachers’ professional development is the key to improve the whole preschool education’s development. Therefore, we should realize the importance of the novice preschool teachers, qualified kindergarten teachers and the backbone of preschool teachers’ professional development. Through understanding the demands of preschool teachers’ professional development, fulfilling the demands of preschool teachers’ professional development, stimulating the power of the preschool teachers’ professional development, improving the quality of kindergarten education.This study selects 300 preschool teachers in Sichuan province and Chongqing city as the research’s object, it treats "Kindergarten teachers’ professional development standards" as a tool, using the network questionnaire surveys the appeals of the kindergarten teachers’ professional development. This research mainly analyses the demands of the novice preschool teachers, qualified kindergarten teachers and the backbone of preschool teachers’ professional development from the three dimensions.the first is a preschool teacher’s professional philosophy and ethics, including professional understanding and knowledge, attitudes and behaviors of children, the attitude and behavior of child care and education, personal accomplishment and behavior; The second dimension is the preschool teacher’s professional knowledge, mainly including the knowledge of early childhood development, the knowledge of child care and education,and general knowledge; the third dimension is the preschool teacher’s professional ability, mainly including the institution of environmental creation and utilization, the organization and child care of a day of life, the support and guidance of play activities, planning and implementation of education’s activities, motivation and evaluation, communication and cooperation, introspection and development. Based on the results of the research, the researcher offers different countermeasures to solve the demands of preschool teachers’ professional development and promote their professional development.