A Case Study On Beginning Kindergarten Teachers’ Inductive Education For The Promotion Of Their Professional Development

In the 21 st century, induction, a bridge between pre-service and post-service training, is receiving more and more attention on the background of integration of teacher education. High-quality pre-school education put forward higher requirements for Kindergarten teacher quality. However, in the inductive of new teachers no matter neither psychological nor work are in a constant stage of adaptation, they will experience the excitement after the set period to work, confused period. So their professional development needs support and lead form the kindergarten. F kindergarten on Ji Lin Province attaches great importance to the inductive education and explore the useful of experience to promote the professional growth of beginning teachers. It can upgrade the quality of pre-school education and kindergarten inductive education to investigate the basic information of F kindergarten inductive education.With case study as the chief methods, this thesis introduces experience and development process of beginning teacher’s training in F kindergarten, putting forward some action suggestions. Interviewing and observation is the main method of data collection, the researcher sort and analyze inductive education of the kindergarten by the data.The thesis carding the present study traces the history of training for beginning teachers, appearing the process of the kindergarten inductive education clearly. In the context of significant changes in pre-school policy and the teacher structure, F kindergarten attaches great importance to inductive education of beginning teacher. Promoting the professional development of the beginning teacher is the target of the inductive education. The kindergarten adheres to the orientation of the practice, respects the principal position of teachers and integrates of training content according the ‘professional attitude’, ‘professional knowledge’ and ‘Professional ability’.In order to support the development of beginning teacher, the researchers think and summary some experience on the inductive education of the kindergarten. With the development of reformation in education, the beginning teachers’ training in F kindergarten is to lay stress on promoting training effects and is moving toward standardization. The kindergarten must investigate and understand the needs of teachers as the basis of integrating the content inductive education reforming the inductive project. In addition, seeking cooperation with government and colleges actively is the priority for the kindergarten to promote the development of the teachers.