Construction Of Preschool Teachers’ Competence Model

Early childhood education is the beginning of the national education, is the foundation of the whole education system, to a person’s personality, cognition, quality has a decisive role. Early childhood education success depends largely on preschool teachers. Our country "kindergarten education guidelines" for the preschool teachers’ education quality, skills, etc are put forward higher requirements, shows for children in China attaches great importance to education. Therefore, competence of preschool teachers becomes the focus of the current*and future research. Throughout the current teachers’competency of related research found that a in-depth research on teacher quality, teacher competency research is relatively small, and the study of preschool teachers’ competency relatively narrow, accordingly, the study of preschool teachers’competency is imminent.By applying the method of open questionnaires, behavioral event interview BEI, this study described the characteristic of preschool teachers’ competency, through interview, double-blind design preliminary construction of preschool teachers’ competency model, and document the preschool teachers’ competency self-assessment questionnaire to verify this model. Research mainly draw the following conclusions:(1) early childhood teachers diagnostic competence characteristics including strain capacity, self feedback, build relationships, initiative, emotion management, occupational preferences, teaching research, achievement orientation, children’s guidance, organization and management ability, and confidence; Preschool teachers’competence characteristics generally include observation, analysis and evaluation, design and planning, professional knowledge, problem solving skills, information collecting ability, teamwork and influence.(2) The competence features of preschool teachers mainly include education ability, attitude and psychological traits and motives of four dimensions.(3) Through the350valid questionnaire results are the factor analysis, reliability analysis, prove that the preschool teachers’ competency of self-evaluation questionnaire letter, has good validity.(4) H city preschool teachers’level of competency and the career satisfaction and self-efficacy in the highest level of competency. Teaching strategy knowledge and the role of monitoring ability of competency level the lowest. Questionnaire results also showed that different teaching age and different types of different degree and the kindergarten preschool teachers on the level of competency characteristics is put in bigger difference. On the one hand, this study can enrich the teacher competency in the field of study, further about the quality of the preschool teachers’competency or related research, explore the structure of preschool teachers’ competency, to evaluate preschool teachers’level of competence, on the other hand according to the basic structure of preschool teachers’competency, developed a set of letters, good reliability and validity of preschool teachers’competency assessment questionnaire, not only helps to understand the status quo of preschool teachers’ competency levels, can also provide scientific evaluation of preschool teachers with objective measurement tools, suggest to improve the level of teachers’competence.