Researchon The Teachers’ Professional Development Based On Professional Standard Forkindergarten Teachers

Quantity-to-quality improvement is an inevitable trend and an urgent task for the development of pre-school education. Kindergarten teachers’professional quality largely determines the quality of pre-school education, so the key to improving the quality of pre-school education is to improve the teaching quality."The Professional Standards of Kindergarten Teachers (Trial)"(hereinafter referred to as "Professional Standards") was officially promulgated in2012, which provides the basic standards for the education implementation of kindergarten teachers."Professional Standards" is the fundamental guideline to guide professional development of kindergarten teachers, as well as an important basis for their training, access, education, assessment, etc.On the basis of domestic and foreign researches on teachers’ professional development and "Professional Standards", this study conducted questionnaires about professional development via purposive sampling on223kindergarten teachers from9different kindergartens in Beijing, and analyzed the difference of teachers’ professional development status using Spssl8.0. Qualitative assessment was carried out based on data analysis results, and several methods were used including in-depth interviews, observation in kindergartens, comparison in China-Norway teacher exchange program, and case studies on the loss of teachers. Furtherly, the existing problems and their influence factors in teachers’professional development were revealed.Results show that there is a gap between teachers’ professional development status and the "Professional Standards". From the perspective of teachers’basic situation, it is common that the kindergarten teacher is young, less-educated, low-paid and untitled; from the perspective of professional philosophy, teachers all understand the significance in pre-school education, but they are also in the lack of understanding the importance in fairness, education purpose and problem solving practice; from the perspective of professional knowledge, teachers have insufficient nursery knowledge, hardly understand education content, and have troubles in grasping the feature and connotation under the Five Areas context; from the perspective of professional competence, although teachers show their qualities in respecting, protecting and educating children, they still need do more in environment creating, comprehensive understanding and evaluation, self-reflection and communication with parents. The reason for the gap between current status of kindergarten teachers and "Professional Standards" lies in the teachers’superficial understanding of professional concept, so they need the improvement in professional knowledge, cultural literacy, education flexibility, observation ability and reflection spirit. The Different Analysis displays distinct differences in several aspects like career planning, self-reflection, development planning and career belief. Case study on the loss of teacher shows teachers’ professional growth is also subject to personal living conditions, self-improvement requirements, kindergarten management, etc. Finally, suggestions on the administrative department of education, infant normal school, kindergarten and teachers’ personal are provided for the promotion of the teacher professional development.