Enlightenments Of Teacher’s Performance Assessment On China’s Kindergarten Teachers’ Qualification Examination

Teaching ability refers to the ability, with teaching process as its basis, demonstrated in the three-stage specific actions of the preparation, implementation and completion of a teacher’s teaching activities. It is the main embodiment of teacher’s professional competences, and its improvement would contribute to teacher’s professional development. The implementation of teachers’qualification examination intensifies the evaluation of teachers’teaching abilities at the threshold of their entry into kindergartens, and is the key step to promote teachers’professional development and further ensure the quality of education. However, there are some deficiencies on the evaluation of teachers’teaching abilities in the existing kindergarten teachers’qualification examination, such as the lack of unified and specific testing standards, the need to improve the validity of testing approaches and contents, the skepticism about the reliability of testing results. The United States is one of countries with the more perfect teachers’certification system in the world. Since1980s, several states in the United States has implemented performance assessments of novice teachers for teacher qualification certificating, as one of the important ways to evaluate teachers’ teaching abilities. The Performance Assessment for California Teachers, or PACT, was developed by a consortium of30teacher education programs in California, and has gained more maturity over the years. Gradually, it becomes a wind vane which leads the United States’and global preliminary teacher qualification certificatings after years of experiment, development and revision.At present, scholars in china begin to pay attention to teacher’s performance assessment, but there has still been a lack of researches on the application of teacher’s performance assessment in teachers’qualification examination. Therefore, based on the analysis of PACT model and that of the status quo of China’s kindergarten teachers’qualification examination, especially deficiencies on the evaluation of teachers’teaching abilities, the thesis attempts to provide a kind of new thought and method for the evaluation of teachers’teaching abilities in the existing kindergarten teachers’ qualification examination, so as to select more qualified preschool education personnel and contribute to the professional development of kindergarten teachers.The major methodology of this research is literature method. The thesis carries out study on PACT model and draws enlightenments to China’s kindergarten teachers’qualification examination in aspects of idea, operation and implementation guarantee. The main contents of this research are as follows:First of all, it interprets the idea of PACT model, and systematically introduces the structure and operation of PACT from the following aspects, such as evaluation criteria, methods and strategies, tasks, and scoring mechanism, and summarizes its characteristics, namely, evaluation focusing on candidates’real teaching abilities; scientific evaluation criteria; evaluation evidence with diversity and objectivity; evaluation results with multiple values. Secondly, it expounds the necessity and feasibility of PACT’s application into the kindergarten teachers’qualification examination, namely, needs for scientization of the evaluation of teachers’teaching abilities in the existing kindergarten teachers’qualification examination; social demands on the quality of education; call for practice-oriented teachers’professional development; requirements of developmental teacher evaluation view. And finally, on the basis of the discussion above, the thesis probes into the enlightenments of PACT on China’s kindergarten teachers’qualification examination, I.e.,1. Renew the concept of kindergarten teachers’qualification examination.2. Establish performance assessment mechanism for preschool teachers, including the establishment of diverse and dynamic evaluation criteria; setting of real and specific evaluation contents; application of scientific and effective evaluation approaches; building a perfect rating system; rational use of evaluation results.3. Establish guaranteeing systems of kindergarten teachers’performance assessment, including socialized professional certification organizations and systems of evaluation and supervision.