Research On Waldorf Preschool Teachers’ In-service Training System

To improve the quality of teachers, promote the professional development of teachers, first of all, need improve teachers’ recruitment, training, social status and working conditions, teachers’ training is the necessary way to achieve professional development, also is the basic route of improving the quality of education. Current preschool teachers’ in-service training has become the focus of the world education development strategy. However, many problems of preschool teachers’ in-service training in our country, such as local education administrative departments to coordinate and guide, part of the training quality is not high enough, some teachers lack of the participation motivation, funds allocation need to optimization and regulation, etc. We need to review or reference to other system of preschool teachers’ in-service training, to enhance the effectiveness of the preschool teachers’ in-service training. Waldorf education in preschool education has been breakthrough was introduced into China for 10 years, waldorf preschool teachers’ in-service training in China also for ten years, training has many features, promoted the waldorf education development in China. Waldorf preschool teachers’ in-service training can give we look at preschool teachers training provides another perspective. Based on this, this study selected A representative waldorf preschool teacher training school as the research case, mainly using the literature method, interview method, observation and material collection to study preschool teacher training school in China. thorough investigation, the purpose is to understand the waldorf preschool teachers’ in-service training system,through analyzing typical, explore its gain experience, find the existing problems, and analysis the influence factors,trying put forward the feasible countermeasure and the suggestion, to offer reference to the practice for preschool teachers’ in-service training in China and for looking at preschool teachers training provides another perspective.First of all, this study on the basis of consulting a large number of literature, this paper expounds the basic idea of waldorf preschool teachers’ in-service training, which provides theoretical support for this study.Secondly, through investigation and analysis of the training system, the study found that the case of training school waldorf preschool teachers’ in-service training system goal is not clear; Training content is rich, has the stable content system, the training organization is complex and organized, and arouse the enthusiasm of the kindergarten teachers; Training implementation is given priority to with teaching type, participatory and experiential teaching; Training evaluation adopts the process evaluation, training evaluation is not the strict. The study found that:the experience of construction of long-lasting personal responsibility management mechanism, carefully constructtraining team, is the guarantee of training carried out smoothly. Gradually formed stable training content, is the precondition of training carried out smoothly; To organize training, use integrity, harmony, development is the focus of the training success. Actively implement the training implementation, training is the key to success. Existing problems and deficiencies are:unclear training target, training meeting organization is not smooth, the training effect is not ideal, training contents and implementation of superficial, training quality cannot guarantee, training evaluation of preschool teachers is not strict.Again, according to the results of the study, from the individual level, preschool teachers training school level, social environment level, influence factors of preschool teachers’ in-service training system has carried on the comprehensive analysis. Finally based on the influencing factors, and from the national policy, social environment, training school and the participation of teachers three elements put forward countermeasures.