The Research On Current Situation Of Rural Preshool Teachers’Professional Development

As the country pay more attention to the rural preschool education ofrural importance to improve, the problem of rural preschool teacher’sprofessional development become a hot issues increasingly. Therefore,the research on current situation of the rural teacher’s professionaldevelopment has the important theoretical and realistic significance.The research methods refer to questionnaire and interviews. Holdingan inquiry into the status of the rural teachers’ professional qualificationsand the way of professional development in xiaoyi of shanxi province. Tofurther explore the rural teacher’s professional developmentcharacteristics of literacy and analyzes reasons.Meanwhile,founding theproblems on the way of the rural teacher’s professional development.Finally proposes some countermeasures and Suggestions on promotingthe rural teacher’s professional development.Research found that rural preschool teacher’s professional qualityhas the following features:1. Rural preschool teacher’s professional quality overall level is higher, three factors score also are in medium highlevel, Among them,the score of the professional is highest, the score ofthe professional knowledge is lowest.2. In the professional quality andprofessional knowledge field, there was the significant differencebetween the rural teachers with preschool education professional learningexperience and without professional learning experience, and the formerscore is higher than the latter.3. In the professional quality andprofessional knowledge field, there was the significant differencebetween have and have no formal establishment teacher, and the formerscore is higher than the latter.4. In the professional quality, there wassignificant difference in different titles. Four groups of teachers from highto low score is: the primary, secondary, senior and notitle.5. In theprofessional quality, there was significant difference in different incomelevel of rural teachers,and also in the professional knowledge field.Thescore of high income teachers generally higher than low-income teachers.At the same time, the rural teacher’s professional development wayexist in the following problems:1.Non-degree training system has not yet sound reasonable.2. Rural teachers’ teaching lack of professionalresearchers’ guidance.3. The lack of communication and exchangesbetween the rural kindergarten.4. The effect of teaching and researchingactivities are not ideal.5. Teacher and pupil system has not been seriously.The evaluation of course in kindergarten is not enough scientific,democratic and objective.According to the research results, This study proposed the followingSuggestions regard to“How to promote the preschool teacher’sprofessional development.”:1. Providing rural teacher’s professionaldevelopment policies and institutions.2. Focus on improving ruralpreschool teacher’s professional knowledge and professional ability.3.The degree and non-degree training will be combined with, improving therural preschool teacher’s professional quality.4.To strengthen thecommunication and cooperation between colleges the kindergartens.5.Attach importance to the kindergarten for the teacher professionaldevelopment activities.