Research On The Current Situation, Problems And Countermeasures Of Kindergarten Teachers' Professional Development In Urumqi City

The key to accelerate the economic development of Xinjiang is to develope Xinjiang education well. Yet the key to accelerate the development of education in Xinjiang is to improve the quality of all ethnic groups’ teachers in Xinjiang. As an important implementer of Xinjiang education,preschool teachers of all ethnic groups have made a great contribution to the development of education in Xinjiang. However, due to various reasons, the overall quality of preschool teachers in Urumqi relatively poor, largely affecting a variety of educational reform in Xinjiang and promotion of preschool education effectively.Implementation of the "Kindergarten Education Guidelines (Trial)" put forward new requirements for professional quality of preschool teachers, but in reality actual professional quality of preschool teachers in Urumqi still has a big gap from this requirement. For this reason, researching on how to promote the professional development of preschool teachers in Urumqi has become a top priority.The research efforts to solve two major problems:What is the current situation of Urumqi preschool teachers’professional development? What are the external and internal factors of the impact in Urumqi preschool teachers’ professional development? According to research needs, it mainly uses literature, questionnaires and interviews, applying self-composed "Questionnaire for Urumqi preschool teachers’ professional development current situation" and "Interview outline for Urumqi preschool teachers’ professional development current situation". It selects six public and eight private kindergartens in three districts of Urumqi, from the point and the surface, investigating preschool teachers’basic conditions, four aspects of teachers’ professional development (professionalism, professional knowledge, professional skill and self-awareness of professional development) and kindergartens’ supporting case for preschool teachers’ professional development respectively. It applies SPSS17.0statistical software and makes descriptive and inferential statistics to the questionnaires data, combining interview contents of eight preschool teachers and a principal of kindergarten, analyzed the current situation and existing problems of preschool teachers’ professional development in Urumqi.Through the analysis of survey data, it draws the following conclusions:1.Teachers’ professional structure remains young, professional standards should be improved;2. Teachers’conceptional and behavioral level seriously disjointed;3. Starting point of professional foundation is low, developmental planning is not systematic;4.Level of professional development is low, lack of national culture education. On this basis, combined with the selected14private and public kindergartens, it does in-depth surveys and interviews, and starts to analysis from the level of governmental administration, kindergarten organizational culture and individual self-development, further investigates the internal and external support factors in influencing Urumqi preschool teachers’ professional development. It has found that governmental administration to preschool education is arbitrary, lack of strict qualifications for preschool education, paying insufficient attention to preschool teachers’ training; Kindergartens’ institutional culture, teachers’culture and multiculturalism are unreasonable; Teachers are lack of individual professionalism, professional knowledge and ability.On the basis of above studies, for the current situation and factors of preschool teachers’ professional development in Urumqi, the study puts forward relevant recommendations from the level of government and educational authorities, kindergarten organizational culture and the individual:Strengthen management and supervision to preschool education, improving preschool teachers’employment system, establishing an efficient and scientific training system; Format cooperative teachers’ culture, conducting action research, arousing and motivating teachers’ethnic cultural awareness; Enhance the awareness of professional development, cultivating reflection habit, learning cooperation in sharing, seeking academic support actively.