Bachelor Degree In Kindergarten New Teachers' Professional Development Research

In the 1960s, globalization voices constantly improved the quality of education,in Western countries, the thought of teacher specialization gradually rose. Teacherspecialization process has gone from a focus on the number of teachers to the quality,from the group of teachers to the individual, from the external social status ofteachers promoted to internal professional development. With the development ofeducation reform in the world, people increasingly recognize that improving thequality of education and education reform, the key to success lies in the teacher. Inorder to improve the quality of education, teacher groups in society to enhance thestatus and treatment served as a focus of attention, but the effect is not significant,therefore, today’s teacher specialization strategy is to focus on the upgrading ofteachers’ individual inherent professional quality, connotative professionaldevelopment. Only teachers intrinsic continuously improving the quality ofprofessional, to create high-quality education. Criticism of the quality of education,so that people are focusing on the quality of teachers; the public look forward toteacher education and training with professional quality of teachers; teacherspecialization as the objectives of the reform of teacher education and the pursuit ofthe direction; teacher specialization concept implies the expectations for qualityeducation. Quality education requires quality teachers; early childhood education isno exception. Kindergarten teachers’professional growth is directly related to thequality of early childhood education.With the continuous development of early childhood education, teacher quantityand quality requirements have become more sophisticated. There is a large numberof Preschool Education graduates works in the first-line of kindergarten. In addition,the undergraduate students who have no early childhood education background alsojoined the army of the early childhood education, so that the number of new teachersof kindergarten undergraduate degree sharp increases. In China, the topic of earlychildhood teachers’professional growth involves connotation, current situation,influencing factors, as well as countermeasures, but less specific theoretical orempirical study of new teachers of kindergarten undergraduate degree. Asincreasingly becoming the main force of the undergraduate education of newteachers, in order to improve the uneven level of education and teaching and theirown ability, research is much-needed as support. In this thesis,“Kindergarten undergraduate degree new teachers’professionalgrowth”as a research question has used questionnaires and interviews, in order toobjectively understand the current situation of Jinan City Kindergartenundergraduate degree new teachers’professional growth and the existence of themain problems. The main content of the survey includes the basic situation of thekindergarten new teachers of the undergraduate degree in Jinan City, the internalfactors and the external factors of impacting the kindergarten undergraduate degreeteachers’professional growth. By analyzing the data, there are Three aspects ofthinking: The characteristics of the new teachers’professional development forkindergarten undergraduate degree, emphasizing on research for new teachers ofkindergarten undergraduate degree, promoting kindergarten undergraduate degreenew teachers’professional growth strategy. This thesis can make the undergraduatedegree new teachers know a comprehensive understanding of the characteristicsand patterns of growth, give full play to their initiative, and providecountermeasures and suggestions for early childhood education institutions andmanagers to help and promote the professional growth of teachers of undergraduateeducation.