Study On Kindergarten Teachers’ Culture

With the gradual deepening of teachers’ professional development research, theorientation of teachers’ professional development research shows transformation fromintellectual approach, practical-reflective approach to ecological approach. Theecological approach of teachers’ professional development surpass intellectualapproach, practical-reflective approach which are focus on the limitations of theteachers themselves, and focus instead on the background of teachers’ professionaldevelopment, and the relationship between various factors in professional picture. Inother words, the ecological approach of teachers’ professional development from aholistic, context and linking perspective, believing teachers’ professional developmentis the product of the interaction between individuals, groups and environment,emphasizing promote teachers’ professional development through environment andcommunity relations. Thus, the study on kindergarten teachers’ culture and theecological approach of teachers’ professional development achieve the same purpose.At the same time, if ensure the success of the preschool education transformation, andthe effective implementation of the preschool education reform, it must be consistentwith kindergarten teachers agree and accept the values and believes of educationalreform from psychology, sharing the vision match educational reform, thereby leadingto kindergarten teachers update on their educational behaviors, and practice therequirement of the reform consciously. Otherwise, the kindergarten teachers as theexecutor of the national education policies and guidelines, and the ultimatepractitioner of preschool education, will become the resistance force of the preschooleducation reform, and even the kindergarten’s reform. In this background,re-examining the kindergarten teachers from the cultural meaning becomes the valueaim to give kindergarten teachers in preschool education a complete picture.Kindergarten teachers’ culture is the sub-culture of kindergarten culture, which is akind of group culture. Analysis and discussion on kindergarten teachers’ culture havean important significance to promote the professional development of kindergartenteachers, improve the quality of kindergarten education, as well as deepen the reformof pre-school education.This study has carried on the theoretical analysis and discussion on thetheoretical foundation and structural elements of the kindergarten teachers’ culture,reviewed the historical evolution of kindergarten teachers’ culture in our country, andanalyzed the characteristics of kindergarten teachers’ culture based on the investigation to the current situation of kindergarten teachers’ culture, and this studyproposed the promotion strategies of kindergarten teachers’ culture on the basis ofdiscussion about the current development dilemma of kindergarten teachers’culture.The basic content of the study is as follows：For the introduction, it starts from the origin of the problem, and points out theorientation of teachers’ professional development research shows transformation fromintellectual approach, practical-reflective approach to ecological approach. Teachers’professional development research is no longer focused on “knowledge”,“practice”,or “reflection”, but stressed that “culture”,“community” and “background”. Moreover,the implementation of contemporary preschool education transformation depends onthe transition of kindergarten teachers’ values and behaviors. On the basis of collectedliterature on various aspects of cultural studies, this study summarized and concludedthe related research on culture, culture’s structure, teachers’ culture, kindergartenteachers’ culture, etc., and learned about the forefront of research, providinginspiration and reference for this study. Introduction section also clarified researchmethodology including the unity of history and logic, the combination of theory andpractice, philosophical speculation and practical investigation, and clear about theconcrete research methods including the literature analysis method, observationmethod, interview method, and put forward the theoretical and practical significanceof this study. The study on kindergarten teachers’ culture can advance the kindergartenteachers’ professional development research, help to enrich and expand the researchfield of teachers’ culture; Reality investigation of kindergarten teachers’ culture hasguidance and reference value to education practice, the kindergarten teachers’ cultureresearch helps to improve kindergarten teachers’ professional identity.The first chapter carries on the theoretical analysis of kindergarten teachers’culture. By analyzing the definition of culture and cultural structures, this studysuggests that culture is a combination of value systems and behavior patterns. Realculture is the way of doing things and its value system demonstrated realistically andtruthfully in practice and life. Furthermore, this study defines that kindergartenteachers’ culture is the organic whole system of shared value systems and behaviorpatterns.Life world theory in philosophy, Symbolic interactionism in the sociology,Ecological systems theory in the ecology, System organization theory in theadministrative science, Group dynamics in the psychology provide ample theoreticalsupport for the study on kindergarten teachers’ culture.The second chapter reviews the historical evolution of the kindergartenteachers’ culture.This study combined with the development of kindergarten teachers’roles and functions, as well as the educational values andbeliefs, behavior patterns in kindergarten teachers’ practice, then divided the history of kindergarten teachers’culture into four phases: the period of late Qing Dynasty and early Republic of China,the period of late Republic of China, the period of since the foundation of the NewChina to the end of the20th century, and the tendency of kindergarten teachers’culture presenting in turn of the20th century and21th century.The third chapter analyzes the characters of kindergarten teachers’ culture.Kindergarten teachers’ culture becomes a relatively unique cultural form as a result ofthe particularity in “interaction among structure, subject, and culture”, and reflectscultural characteristics different from other social groups. This study bases oncompatibility between cultures and adopts literature method, observation method andinterview method, investigates and analysis the characters of kindergarten teachers’culture, it can be found kindergarten teachers’ culture mainly manifests the features of“love children” culture, enlightenment culture, female culture, as well as class culture.The fourth chapter analysis and discusses the development predicament ofkindergarten teachers’ culture. At present, the development of kindergarten teachers’culture in China is facing a utilitarian value orientation of social mass culture, thepublic recognition of kindergarten teachers’ professional level in a low degree,affecting the kindergarten teachers’ professional values. The insufficient constructionin kindergarten organization culture lead to the kindergarten teachers’ professionalautonomy is controlled, the interaction between kindergarten teachers andkindergarten administrators presents a one-way communication. The misjudgment ofkindergarten teachers’ subject concept and value choice makes the kindergartenteachers emphasized discipline to maintain and unified specification, maintaining theauthority of the teachers’ role and dominant position.Moreover, kindergarten teachers’cooperative and sharing limited in class, lacking a wide range of cooperation.The fifth chapter puts forward the promotion strategy of kindergarten teachers’culture. Culture is can study and guided to design, the system construction has activefunction to culture’ change. Based on this logical premise, this study suggests that theascension of the kindergarten teachers’ culture is possible. For the plight ofkindergarten teachers’ culture development in our country, it requires pool efforts ofthe change in social public’ attitude to kindergarten teachers, the organizationalculture construction of kindergarten and kindergarten teachers’ individual culturalself-consciousness to optimize and improve kindergarten teachers’ culture constantly.