Action Research On Teacher Training In Kindergarten Based On Pedagogical Content Knowledge

In-service teacher training is an effective way to promote the professional development of teachers.It has been found that although the in-service training of preschool teachers in China has enough quantity coverage,but also needs to improve in quality.The Pedagogical content Knowledge,as the key factor of teachers'professional knowledge and ability,has become an important way to promote the professional development of teachers.This study explored the process of training,teachers' behavior and feedback,explored the path of preschool teacher training based on domain teaching knowledge,and provided an empirical basis for the system of preschool teacher training under the background of China.This study selected 224 target teachers in Beijing,Shanghai,Sichuan and Zhejiang province,using observation,interview,questionnaire,text analysis and other research methods,collected information from July 2016 to January 2017.This paper studies five factors of effective teacher training based on Desimone:content foucs,active learning,consistency,duration,community participation,designed to promote the integrated training system of summer school,interactive interactive workshop,learning community and classroom practice.Taking the four elements of learning environment constructivism as the framework,this paper analyzes the action process of teachers as learners in training.This study believes that from the perspective of improving teachers' educational practice ability,training should have Situational;From the perspective of promoting teachers' sustainable development,the training should have instant;From the perspective of changing teachers' perceptions,training should be instructive.Finally,the study puts forward some suggestions on the follow-up training based on the research conclusions.