Action Research On "Gardener Management System" To Lead Preschool Teachers’ Professional Growth

Studies have shown that:the key to improve the quality of pre-school education is to improve the quality of pre-school teachers. However, with the local government’s increase investment in pre-school, the number of kindergarten is showing a rapid increase in the short term, which requires a considerable amount of professional pre-school teachers. However, with the current training model, it is clearly unable to meet real needs. In order to guarantee a stable and healthy development of pre-schools, expanding the scale of pre-vocational education and at the same time transforming the existing teachers into high-quality professionals through training have become a very critical step. What is need to think about is that when researchers see deeper into the growth of pre-school teachers, the negative aspects has gradually been discovered:high-intensity work, low social status; one-sided pursuit of management efficient, the lack of humane care for preschool teachers; preschool teacher burnout occurs, such as the lack of professional growth momentum. How to break the plight has became a real problem that many kindergartens (especially rural kindergartens) have to face in the way of improving the quality of teachers and creating specialized pre-school teachers. In S kindergarten, where the author is working at, the managers take an active view of the pre-school teachers. They think that pre-school teachers are self-esteemed, have feelings and wisdom. Due to different growing conditions and educational backgrounds, there are differences between individual qualities, and at the same time they have certain needs of self-realization. Managers understand the differences between preschool teachers and understand their growing needs, then providing environmental support and system security for their development, and further implement the "gardener management system" which is aimed at improving the environment for the growth of preschool teachers and thus to lead pre-school teachers’professional growth.The main issues to be researched in this study are:The necessity of "gardener management system" based on the status quo of kindergarten teacher professional growth;Basic connotation of "Gardener management system" and its mechanism in leading preschool teachers’professional growth;The functions of "Gardener management system" reflected in pre-school teachers’ professional growth.The effectiveness and problems of "Gardener management system" in leading pre-school teachers’professional growth.This study used qualitative research methods and education action research orientation. Through practice and reflection as well as the research of teachers, children and administrators, the author tried to find out the feasibility and value of "gardener management system" in leading pre-school teachers’professional growth among a large number of participation and procession case files. The results show that:First, the "gardener management system" has corresponding properties with the professional growth of pre-school teachers in the aspects of nature and function;Second, the "outside activities" and "inside activities" are the two lead strategies of the "gardener management system";Third, the pre-school teachers’professionalism structure determines the fact that the "gardener management system" can make use of the two lead conversion strategies;Fourth, the "gardener management system", to some extent, can lead the pre-school teachers’professional growth.Experience in the current study or practice are less. Although the implementation of the "gardener management system" has some impact on some of the teachers, how to maximize its capabilities to help teachers improve and optimize professionalism, and help teachers to take the initiative to growth still remains the problem the author need to think about.First, to strengthen service functions and support functions of the "gardener management system";Second, to improve teacher professional development evaluation mechanisms of the "gardener management system";Third, to establishment of the "gardener growth centers" to help teachers’ professional growth.