Investigation Of Kindergarten Teachers Of Portfolio Growth

In the1960s, most developed countries in Europe and the United States started about the big discussion "whether teachers’ teaching is a profession", which made people’s sight finally turn to the teacher. People began to re-examine the teacher’s role and are deeply concerned about teachers’ professional development. Since then, teachers’professional development formed from concept to action. In the1980s, as the "teacher professionalism" theory,"teacher professional development" became the focus of contemporary education and the core issue of education reform. In promoting teachers’professional development, the teachers’ development portfolio functioned as a way to overcome the malpractice of the traditional evaluation and flourished in the primary and middle schools in Europe, the United States and other major countries, In recent years, the teachers’ development portfolio also began to be explored in kindergarten of our country. The establishment of the teachers’ development portfolio is of the great value for promoting teacher’s professional development.Based on the above analysis, this research mainly probes into the implementation, results and the existing problems of the teachers’ development portfolio in the kindergarten. It also puts forward some thoughts about how to implement the teachers’ development portfolio effectively. Adopting qualitative research method, the research hopes that the study and effective use of the teachers’ development portfolio can be employed as an effective tool to promote teachers’ professional development in the practice.