The Professional Development Of Pre-school Teachers Involved In Educational Action Research

Teachers' professional development is an important direction of teacher education reform.Pre-school education,an integral part of basic education has attracted enormous attention.Pre-school teachers' professional growth is not only based on the calculation of theoretical knowledge of education,but also on internalization of teaching practice which is the amalgamation of education theory and practice.Educational action research,which originates from and serves education practice,is among effective ways to combine the theoretical knowledge with teaching practice.The basic education reform urges teacher to be a researcher,an indivdual who needs to promote themselves through sustainable development.To enhace their own quality through continuous learning and research,they are able to integrate the teaching and research activities through educational action research,thus to promote the professional development.Therefore,this thesis explores pre-school teachers' professional development in the context of action research.Based on the theoretical study of educational action research and teachers' professional development,the thesis probes into teachers' professional development through case study,starting from educational action research,it adopts multiple methods,such as interview,observation and document analysis.Firstly,the changes of pre-school teachers taking place in the course of action research are classifies and the future of their professional development is proposed after interview and observation of pre-school teachers.Secondly,factors are expounded from outer environment to inner individual for promoting or hindering pre-school teachers' professional development.Finally,three constructive proposals are put forward after an overall analysis of theoretical background and investigation,which will provide references to the improvement of pre-school teachers' professional development.