The Theory And Practice On Preschool-based Teacher Training

The teachers play the most important roles in education reform of any countries. Preschool education is the fundamental stage of school education and life-long education, so people care about that how to improve the mode and way of preschool teacher training and enhance the professional lever of them, finding the best way to promote the mature of teachers.At present, no matter from the view in abroad or at home, we have drawn to the same conclusion that the kindergarten is not only a place for children to grow up, but also a depot in which teachers can develop their profession. This study places stress on exam the practice of preschool -based teacher training in shanghai, and propones workable suggestion based on the first-hand data.This research adopts the theoretical study and the positive study. The research method includes literature method, case study by on-site observe and interview, and questionnaire method. So it can make out the teacher training of a certain kindergarten, and make out the teacher training of quantitative kindergartens by questionnaire investigation.Firstly, the study delimitates the conception of preschool-based teacher training. Secondly, the study analyses the relationship of three matters, preschool-based teacher training, professional development of teacher, and action research. The author points out that the professional development of teacher is the object of preschool-based teacher training, and the action research is the foundational approach of preschool-based teacher training. At last, the study reveals the experience and localization in preschool-based teacher training based on the questionnaire investigation and case study, and puts forward four improvement measures.The study puts forward that the growth of preschool teachers is mainly in thekindergarten through the daily practice, the governmental educational department and teacher-training agency are the external forces that promote the growths of preschool teachers, so the teacher herself and the kindergarten should play the internal role to promote the professional development of teachers. The study propones that the kindergarten should improve and innovate the mode and way of preschool-based teacher training unceasingly and at the same time the teacher herself should self-renew by reflection and exploration.