An Investigation And Study Of Preschool Teachers’ Professional Development Based On Peer Coaching

As countries focus on pre-school education career, preschool teachers’ professional development level is increasingly get attention. Through a series of policy documents issued by the state, we can find that preschool teachers’ professional development has become an important issue. Preschool teachers’ professional development level plays a crucial role on the improvement of early childhood education quality and the growth of children’s physical and mental health, and it even affect the social status of preschool teachers and the whole society’s emphasis on early childhood education. In order to promote the professional development of preschool teachers, preschool education in the related departments are constantly take relevant measures.Expert guidance, peer coaching, self-reflection is the three main ways to promote preschool teachers’ professional development, peer coaching plays an important role with its unique characteristics and advantages in promoting the preschool teachers’ professional development. This study chosen 12 kindergartens according to their nature and star rating standard as the samples, and this study mainly used questionnaire, observation, interview and some other research methods to collect data and information, and analyze the data with SPSS17.0 and EXCEL. From the angle of peer coaching,we can examine the present situation of anshan preschool teachers’ professional development, through the analysis of the data, we can find that there are many problems in peer coaching of preschool teachers from different kindergartens, such as inexplicit cognition to the target, single content and form, insufficient security conditions, implementation effect is not ideal, etc.Based on analyzing the existed questions and causes, this study has put forward the corresponding countermeasures,such as aware of the importance of peer coaching, and detailed peer coaching goals;break the "top-down" management mode, and enhanced democratic management; build collaborative culture; perfect companion mutual supervision and evaluation mechanisms; establish long-term mechanism of leading experts, etc,so that it can improve the teachers’ professional development.