A Study On The Problems And Countermeasures About The Induction Adaption Of The New Teachers In Kindergarten

The initial teaching stage is the starting period for newly employed kindergarten teachers, which has a great influence on their professional development. Newly employed kindergarten teachers are facing a series of challenges on this stage that not just determines teachers' career development but produces a profound effect on the development of national education. When the kindergarten authorities respect the creative spirit of newly employed teachers, guide them to cooperate with each other and encourage them to learn from one another, newly employed teachers will grasp a lot of valuable lessons which will inspire them to be excellent educators. On the other hand, if the authorities fail to assist these new teachers, it would hinder the development of teachers' career and hold up the growth of preschool education.Therefore, newly employed teachers' adaptation to the initial teaching stage broadly arouses social and academic concerns. The paucity of empirical research on the adaption of newly employed kindergarten teachers, despite its theoretical and practical importance for the quality of preschool education, prompted the present study.The study, aiming to explore the factors which influence the adaptation of newly employed kindergarten teachers, involved 68 newly employed teachers from 8kindergartens in Chengguan district, Lanzhou. The present study employs literature study, questionnaire approach and individual interview in order to observe and portray the real situation of new teachers' adaptation on the initial stage and its relative factors.Based on these evidences, the present author applies the quantitative and the qualitative approach to analyze the data, then discusses the relative factors and puts forward some suggestions, expecting to rich the research theory and guide the initial training for the newly employed teachers.The present thesis consists of four chapters.Chapter One introduces a brief background information of relative studies. By the literature review, the author states the purpose of the present study, then discusses the significance and announces the scope of the present research.Chapter Two depicts the situation of the adaptation of newly employed teachers and discusses the relative influences and factors. This chapter first introduces the results ofquestionnaires which give an overview of teachers' adaptation by analyzing initial teaching experience, interpersonal relationship, teaching atmosphere and self-mediation in initial training. The second part describes the information of individual interview,which provides more findings and promotes our understanding of dynamic progress of adaptation.Chapter Three presents discussions and solutions. In consideration of results of questionnaire and interview, the present author puts forward some practical suggestions and measures: the assistance and support offered by authorities of kindergarten,professional planning and self-mediation of teachers, and professional training programs organized by authorities and educational institutions. To sum up, only joint efforts made by authorities of kindergarten, newly employed teachers and social educational instructions can promote the successful and effective adaptation of newly employed teachers to their initial teaching which can facilitate teachers' entire professional development.Chapter Four summarizes the main findings of the research, focusing on some theoretical and practical implications and significances.