Study On Problems And Countermeasures Presenting In Professional Development Of The Beginning Kindergarten Teachers

Pre-school education in China has been developing rapidly and soundly since the30years reform and opening up. Special concern and attention from government andsociety has been increasingly paid to pre-school education when entering the21stcentury. In2011, China enacted Kindergartner Professional Standard (Trial)(shorterform PS) and clearly stated that “kindergartners are professionals who perform theduties of kindergarten education.” It cleared out the goals and directions ofkindergartners’ professional development in China, set professional behavior standardfor qualified kindergartners, and defined kindergartners as professionals. PS areimportant criteria to foster, access, hire, train, check, evaluate and dischargekindergartners. In accordance with the requirement set in PS, this paper drawssupports from the theories about teachers’ professional development home and abroad.By literature review and a practical survey, it gives an in-depth analysis on the currentlevel and the main problems of beginning kindergartners’ professional development,and tries to put forward the countermeasures to improve kindergartners’ professionaldevelopment.This thesis is divided into five parts. The first part is an introduction, whichdescribes the research origin, literature review, research significance, methodologyand innovation and future research. The second part is the first chapter, the basis ofresearch on beginning kindergartners’ professional development. It includes thetheory analysis and the structure of teachers’ professional development, theframework and functions of PS (trial), and the dimensions and contents of beginningkindergartners’ professional development. The third part is the second chapter. Aquestionnaire around the three dimensions is designed based on PS. In order tounderstand the current situation of beginning kindergartners’ professionaldevelopment, data was collected from497beginning kindergartners and166heads ofkindergartens, using the questionnaire, class observations and interviews. The fourthpart is the third chapter. According to the data collected, it draws out the availableliterature to give an in-depth analysis and to comb out the problems and causes duringthe process of beginning kindergartners’ professional development. The fifth part isthe fourth chapter that proposes strategies to improve kindergartners’ professionaldevelopment in response to the problems: the state should actively perform thefunctions to guarantee the lawful rights of beginning kindergartners, and to safeguard their professional development; institutions for the education of pre-servicekindergartners should improve their training models, and to strengthen the overallquality of pre-service kindergartners; work unit should attach importance to theprofessional development of beginning kindergartners, and actively take effectivemeasures to support and guide beginning teachers to pass their transitional periodsmoothly; as beginning kindergartners, they should enhance independent professionaldevelopment consciousness, and to improve their professional quality through variousmethods so that to be qualified for the job and to ensure the quality of pre-schooleducation.