The Research On Restricting Factors And Countermeasures Of Preschool Teachers’ Professional Development In Guangzhou

Under the premise of confirming teachers’ professionalism, the research furtheranalysis preschool teachers’ professional characteristics. And specific analysis themeaning of the preschool teachers’ professional development, investigation on thelevel of preschool teachers’ professional development has been made from threeaspects such as professional knowledge, professional ability, professional attitude.Through the stage theory of teachers’ professional development, the teachers’professional development has been divided into four stages to investigate: the survivalstage (in the first two years); the consolidated stage (3-5years); the updated stage(6-10years); The mature stage (10years). Through the literature of the comb, selectpersonal factors, family factors, kindergarten factors, and social factors as theoperation variables of restricting factors.Five conclusions have been drawn according to the literature research and thequestionnaire survey. Firstly, in addition to the level between consolidated stage andupdated stage has no significant difference, the other stages exist the differences,Public kindergarten’s teachers both in the overall level of professional development,and professional knowledge, professional ability, professional attitude each respectare all better than the teachers in private kindergarten. Secondly, the restricting factorsincluding personal, family, kindergartens and social four aspects, while kindergartenenvironment is of great highest influence in teachers’ professional development.Thirdly, private kindergarten’s teacher is mainly influenced by kindergarten factorsand personal factors, while public kindergarten’s teacher is mainly influenced byindividual factors and family factors. Fourthly, the teachers in survival stage aremainly influenced by kindergarten factors and personal factors, and the kindergartenfactors are more significant; the teachers in mature stage are mainly influenced bypersonal factors and kindergarten factors, and the personal factors are more significant;the teachers in consolidated stage and updated stage are all mainly influenced by thekindergarten factors, personal factors and family factors, and the kindergarten factors are more significant; The fifth, social status influence the teachers’ professionaldevelopment through the function of medium of personal factors.Finally, Suggestions were put forward to promote teaches’ professionaldevelopment.The society level: Increase the support for private garden, carry out theteachers’ treatment in private kindergarten; Improve the supervision system,strengthen the responsibility of education department; Grasp the level of teachers’professional development, setting up a hierarchical training system; Strengthen thecooperation and communication, promote the establishment of teachers’ professionalorganization. The kindergarten level: Improve the principal’s professional quality, putdemocratic leadership into practice; Establish teachers’ growing files, leading thedirection of teachers’ professional development; Carry out apprentice system ofteacher education, satisfy teachers’ professional development needs; Strengthening thecontact between kindergarten and college, effective utilization of college’s richresources; The teachers’ individual level: Strengthen teachers’ professionalself-efficacy, promote the consciousness of professional development; To raise theirpersonality accomplishment, strengthen their own professional quality; Trainingreflective practice, improve the reflection ability in teaching; Remodeling theexpectation of family members, alleviate the pressure about family.