Research Status Of Non-Professional Preschool Education Training In-service Kindergarten Teacher

With the development of pre-school education in China, our kindergarten teacher severe shortage, cross-specialty hiring preschool teachers have been solved the teachers ’ lack of expediency. Transfer ofteachers and public garden, private garden non-Preschool-kindergarten teachers occupying a certain proportion of teachers in early childhood education, they affect the development of pre-school education in some extent. By taking part in vocational training can improve early childhood education specialization of kindergarten teachers so as to improve the overall quality of kindergarten teachers. Non-Preschool-kindergarten teachers having no the system of pre-service training, will face a variety of challenges in a childcare worker.In-service training is an effective way to the professional background of preschool teachers. However, due to various factors, the training effect is not satisfactory.The case study of kindergarten teachers, the use of questionnaires and interviews to investigate the situation of teachers’ participation in training, and find problems and put forward suggestions on the basis. This study found that:. the training lack of practicality, teachers are not enthusiastic. Training content generalization, it is difficult to digest. Most of the training departments according to their information held by or determined in accordance with existing conditions. Training forms are not targeted. Identified training content can not match well with the training. Training demands are not concerned. This part of teachers ’ preschool’s Training Department,can not fully meet the "non-professional background" teachers’ requirements Lower the effectiveness of training. Because there is no perfect training system and the operational mode of training training effect is difficult to control. Based on research findings to promote non-Preschool-kindergarten teachers ’ training strategies:enhancing the autonomy of training, stimulating force participating in the training of teachers.Improved training content closer to the actual education. Change the way of training, practicing the "guided-inquiry-line" mode. Implementing requirements research system to ensure that on-demand training. Monitoring the quality of training, tracking practice effect of participating in the training, and can promote non-Preschool-kindergarten teachers ’ professional development. The results of this study have a certain significant for effective training of kindergarten teachers, and increase specialization of non-Preschool-kindergarten teachers, thus improve the overall quality of the preschool teachers, promote the development of preschool education.