The Study Of Kindergarten Teacher Evaluation Based On Teacher Development

Kindergarten teacher evaluation is an important part of educational evaluation. People have increasingly attached importance to it with the development of the country's elementary educational reform, especially with the further reform of kindergarten curriculum. Such ideas as developing evaluation, teacher professional development are successively put forward by educational theorists who think that teacher evaluation is to promote teacher growth. However, few researches on kindergarten teacher evaluation have been conducted. The research aims to analyze the effect of the evaluation based on three kindergartens' teacher evaluation practice. Qualitative method is used in this study. Including documents analysis and interview, multiple methods of data collections were adopted. Relative documents are collected by analyzing documents. The reasons, implementation and results of teacher evaluation reform are acquired by interview.The research analyzed the concept of kindergarten teacher evaluation; expounded the development process of the objectives, evaluators and approaches of kindergarten teacher evaluation; discussed teacher evaluation with emphasis on professional development in the following aspects: with the purpose of teacher development, underlining diagnosis and improvement, stressing collection of practical experiences.The study investigated the practical pattern of kindergarten teacher evaluation based on different backgrounds. The relationship between focusing on the educational practice activities and action improvement is discussed by focusing skill competitions to practice activities in Z Kindergarten. The relationship between teacher growth portfolios and the development of teachers' specialities is discussed by indicators assessment to portfolio evaluation in J Kindergarten. The relationship between self-evaluation with self-discipline is discussed by analyzing external evaluation to self-evaluation in W Kindergarten.According to the above analysis, the study concludes that kindergarten teacher evaluation with the purpose of promoting teacher growth should: (1) focus on diagnosis and improvement; (2) emphasize on practical questions; (3) involve teachers as evaluators.