Case Study On Professional Development Of Rural Career Change Preschool Teachers

The emergence of the second career teacher/career change teacher is to solve the problem of the shortage of preschool teachers, and the employment problem for the excessive surplus primary and secondary school teachers. The issues of rural kindergarten career change teachers’ professional development closely related to these teachers throughout the occupation career development and the occupation of firmness, the stability of preschool teachers, the quality of rural area preschool teachers and preschool education. This research adopts the case study method to study the issues, specifically, include literature analysis method, interview method, and observation method, etc. The issues include three parts:the first one is career change teachers’ professional idea and ethics, professional knowledge, professional ability; the second part is the influence factors of career change teachers’professional development; the third one is the strategy. Through this study, on side, we can enrich the preschool teacher professional development theory; On the other hand, can help career change teachers ready in advance, and provide guidance for them, and provide a basis and reference for kindergarten, training institutions and governments. Thus, causing more people concerned this group.The study found that in the aspect of teachers’professional philosophy and ethics, firstly, active career change teacher is higher than passive teacher’s enthusiasm; secondly, they had a good self-awareness; thirdly, they can preliminary understand the difference between preschool education and elementary education. In the teachers’ professional knowledge, firstly, they have certain understanding of physical and mental development of children, but the idea and behavior is not consistent; secondly, they attached great importance to kids’safety and health but faced serious security and health problems, besides, they arrange a certain flexibility in the children’s work and rest time, but the teaching, game time arrangement is not reasonable, and understanding of the connections of kindergarten and elementary school is not comprehensive; at last, they have good knowledge of subject, but lack of artistic accomplishment, using modern information technology to improve the ability; In the teachers" professional ability, firstly, they value kindergarten environment, but capacity is weak; secondly, put too much emphasis on teaching activities, neglect others, in addition, they have rich class management experience and can properly grasp the random education opportunity; thirdly, they appreciate the game, but the ideas and behavior is not consistent; fourthly, emphasize knowledge, single teaching method; fifthly, when evaluating children, they have strong personal feelings, no objective appraisal; sixthly, their interpersonal harmony, but the cooperation problem convex; seventhly, they have strong reflection ability and desire for professional development.This study analyses the factors which affect their professional development. Include three parts:the first one is the personal factors which cover employee motivation and attitude, desire for professional development, attitude and ability of teaching reflection, and personal qualification; the second one is the internal kindergarten environment which include based-kindergarten training, teacher learning community, management and evaluation mechanism, family kindergarten cooperation; the last one is the external kindergarten environment which contain financial support and training teachers.In order to improve their professional development, they should change the role, strength the occupation identity, give full play to their own advantages, improve the teaching reflection ability, accumulate experience. For kindergarten, should create a good internal environment for teachers. For the social perspective, it is necessary to construct social service system for the second career teacher to support the professional development.