A Comparative Study Of Teachers' Educational Ideas In Kindergarten Teachers In China, America, Australia And New China

Kindergarten teachers play important roles in the development of preschool education. High quality preschool teachers can promote the quality of preschool education. Developing and implementing the professional standards serves as a key measure to cultivate qualified preschool teachers by following the international conventions. With the implementation and perfection of the kindergarten teachers’ professional standards, the standards work not only as a framework of reference for teacher’s professional development, but also having constant impact on the teachers’ education. This influence covers many aspects. According to the deep effect that the education concept has on education activities, this study focuses on the education concept contained in the kindergarten teachers’ professional standards.Role theory, group dynamics theory and standardization theory jointly forms the theoretical basis of this study. The study selects the related texts of Chinese, American, Australian and New Zelanian kindergarten teacher professional standards as the research objects, by using the way of description, historical research and comparative research approaches. The goal is to explore kindergarten teachers’ education concept by analyzing teacher professional standards, and seeking implications based on cross-cultural comparison.This study found that kindergarten teachers’ professional standards in our country mainly have the following teachers’ education concepts:1. Making teacher’s ethics and professional attitude the primary benchmark of training and developing kindergarten teacher; 2. Emphasizing on cultivating staff with the "child-centered" professional spirit and professional concept; 3. Developing preschool teachers’ basic professional knowledge and practice; 4. Facilitating kindergarten teachers to reflect, to explore and improve the professional development of consciousness and ability. Common aspects of teachers’ education concept are also found in kindergarten teachers’ professional standards in our country and the standards of other three countries, for instances, "children-centered" is the essence of the concept of the kindergarten teachers’ professional basis, emphasizing kindergarten teachers’ professional knowledge system, rooting in the actual work to train kindergarten teachers’ education practical ability, cultivating the kindergarten teachers’ communication and cooperation ability, and cultivating reflection ability to promote kindergarten teachers’ professional development. However, the specific national context and background are different, there are some differences, mainly displayed in the following three aspects:First, training teachers to establish the idea of inclusive education; second, emphasizing on multicultural education; third, the professional ethics, knowledge and ability. The comparative analysis also provides some implications:1. The kindergarten teachers’ professional role should be clarified by Kindergarten teachers’ professional standards.2.The kindergarten teachers’ professional standards should strengthen kindergarten teachers’ professional ethics construction; 3.The kindergarten teachers’ professional standards must be continuously instructive and dynamic; 4.The preschool teacher education standards fully reflect the contemporary new education ideas.