On The Losing And Returning Of Private Kindergarten Teachers' Professional Autonomy

The teachers' professional autonomy has been widely concerned since 1980s. Examining the development of teachers' profession, the author finds that there are still many shortcomings of the development of professional autonomy of kindergarten teachers in China.To know about the present situation of the development of teachers' professional autonomy in private kindergartens, the author first makes a literature review and determines the logical starting point and research value through the collection and analysis of the related research both at home and abroad. Then, after observing and analyzing the present status of development of external and internal autonomy of five private kindergarten teachers in Anyang by means of questionnaires, interviews, observation and object collection, the author puts forward some strategies that can promote the teachers professional autonomy effectively.Survey results show that the professional autonomy of the teachers in private kindergartens is very limited. Practically, in the process of their professional development, they have little external autonomy. Besides, there are also some internal autonomy problems such as weak sense of professional autonomy and limited ability of professional autonomy. The present embarrassing state of the teachers in private kindergartens is resulted from too much restriction of researcher's theoretical authority, manager's decision-making authority and stakeholder' supervision authority. Such situation makes the teachers be used to saying and doing things according to others' will instead of their own, which in turn results in the teachers' giving up the right voluntarily and losing the sensitivity of professional development. The return of the professional autonomy of the teachers in the private kindergartens not only needs material and spiritual support from kindergarten, parents, experts and even the whole society. Besides, awakening of self-consciousness and the improving of autonomy of the teachers who are the subjects of development are more needed.