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Factors Influencing The Qinghai Tibetan Areas Of Early Childhood Professional Development Of Teachers

Posted on:2016-05-11Degree:MasterType:Thesis
Country:ChinaCandidate:L WangFull Text:PDF
GTID:2297330470980663Subject:Principles of Education
Abstract/Summary:PDF Full Text Request
This study has been drawing teacher based professional development, throu gh the questionnaire survey method, interview method, literature method in Qing hai Tibetan Autonomous Prefecture of Hainan preschool teacher professional dev elopment problems of investigation. From three dimensions: the preschool teacher s’ professional spirit, preschool teachers’ professional ability, professional developm ent of preschool teachers and the approach to 13 indicators to examine the curre nt situation, the Qinghai Tibetan Autonomous Prefecture of Hainan preschool tea chers’ development of the existing problems, and puts forward the corresponding countermeasures and suggestions.After investigation, the influence of the Qinghai Tibetan Autonomous Prefect ure of Hainan kindergarten teachers in the professional development of the main factors are: social factors: the poor living environment of children, teachers’ soci al status of preschool teachers and early childhood education professional low on preschool education, national policy tilt less. Kindergarten: kindergarten culture fact ors of various relations, in kindergarten. Kindergarten teachers’ own factors: Kind ergarten Teachers’ moral quality level, kindergarten teachers’ occupation identity, pr eschool teachers’ professional level.Based on the analysis of the above factors, the author puts forward some c ountermeasures and suggestions about the Qinghai Tibetan Autonomous Prefectureof Hainan preschool teacher professional development: the establishment of a so und mechanism includes preschool teacher development: to strengthen the manag ement of children education, the establishment of preschool teacher appointment system, strengthen the reasonable improvement of training, establish a scientific tr aining plan. Build cooperation mode: improve the Kindergarten Parents of prescho ol education of sense of identity, to create a "home cooperation" mode of coopera tion. Strengthen the preschool teacher professional development: strengthening th e meaning of self professional development, reflective teaching.
Keywords/Search Tags:minority areas, Tibetan areas, Kindergarten Teachers, Professional Development
PDF Full Text Request
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