A Study On The Changes Of The Professional Quality Of Pre-school Teachers Since The Establishment Of The People’s Republic Of China

The educational cause has changed tremendously and the pre-school education has been improved gradually in the process of reformation since the establishment of the People’s Republic of China. Pre-school teachers are the pioneers and their professional quality is the key factor of the development of pre-school education in the process of the pre-school education reformation. The development state of pre-school teachers’ professional quality, the standard of pre-school teachers’ professional quality and how to improve the professional quality of pre-school teachers are becoming the hot topics in the development of pre-school education reformation in China. To have a better understanding of the process and characteristics of the changes of pre-school teachers’ professional quality since the establishment of China, and to explore the development trend of pre-school teachers’ professional quality in the future have become the important tasks, which aim to effectively improve pre-school teachers’ professional quality level, promote the development of pre-school education in China and to be in line with international pre-school education. Looking up a large number of literatures and combining with historical background and the policies and regulations, this study divides the development process of pre-school teachers’ professional quality since the establishment of China into three important stages: nonprofessional development stage of pre-school teachers’ quality, primary development stage and thorough development stage of pre-school teachers’ professional quality respectively. According to the comparative analysis of the three stages, the development of pre-school teachers’ professional quality in China shows the following characteristics: the requirements of pre-school teachers’ professional quality are legalized gradually; the connotation of pre-school teachers’ professional quality is expanded and systematized gradually; the training mode of pre-school teachers’ professional quality is diversified and the development of pre-school teachers’ professional quality is internationalized progressively. Through analyzing the development characteristics of pre-school teachers’ professional quality since the establishment of China, this study indicates the development trend of pre-school teachers’ professional quality in the future. Specifically, at the macro level, the strengthen of our government’ functions will provide a strong guarantee for the development of pre-school teachers’ professional quality; the training system of colleges and training institutions will be integrated, emphasizing the comprehensive quality of pre-school teachers; the evaluation system of pre-school teachers will be completed and professional quality will become the main focus of assessment; the integration of community, family and kindergarten will be implemented and the professional connotation of pre-school teachers’ will be expanded. At the micro level, by improving their own professional quality constantly, the pre-school teachers in China will transform into specialistic, reflective and self-trained teachers in the future. In general, the requirements of pre-school teachers’ professional quality will become increasingly higher in future social development.