A Case Study On The Development Of Professional Knowledge Of Kindergarten Teachers' In Rural

The professional knowledge is an important foundation for rural kindergarten teachers' professional development,and its richness and application have crucial influences on the quality of rural early childhood education.In recent years,the research on teachers' professional knowledge has been favored and become an important topic in the field of education.Through the literature collection and collation,we can see that most of the researches on teachers 'professional knowledge are pointing to teachers in primary and secondary schools,and mostly measured in a quantitative perspective.However,the researches on the kindergarten teachers 'professional knowledge-especially about the rural kindergarten teachers',are a bit more thinner.Thus,this study uses a way of personal case study of qualitative research orientation,and selects a rural kindergarten teacher to carry out.The researcher goes into the real rural kindergarten,closely contacting with a rural kindergarten teachers,into their kindergarten nursery and education activities,and through a certain stage of follow-up study(observation,interviews,and text analysis,etc.)to record the educational events and the coping situations of the teacher.And then on the basis of the basic requirements for teachers from ? Kindergarten Teachers' Professional Standards(for trial)?,analysing them to explore the realistic situation of the professional knowledge of the teacher,the realistic dilemmas faced by the development of professional knowledge.On the basis of this,the paper puts forward the pertinent strategies and the more feasible enlightenment for the development of professional knowledge for kindergarten teachers' in rural.The basic framework of the paper consists of five parts:The first part,the question raised.Starting from the research origins,it points out that teachers' professional knowledge has gradually become an important topic in the field of teacher professional development.At the same time,rural kindergarten teachers have a lack of professional knowledge,which restricts their own professional development and the improvement of quality on rural preschool education.Then,on the basis of collecting literature in many aspects,the author summarizes the existing researches on the connotation and structure of teachers' professional knowledge,the present situation of kindergarten teachers' professional knowledge and the way of obtaining them,and the difficulties and strategies for rural kindergarten teachers' professional development.From which to provide some inspirations for the study.Finally,This part also explores the significance of this study.The second part,the research design.This part first expresses the question and topic of this research,and defines the core concepts involved.In this part,the research methods involved are also discussed,and the choice of the research object and the research process are specifically expounded.Finally,the collection and collation analysis of data are introduced.The third part,the real situation of the professional knowledge of teacher ”G”.Through the observation,event recording and interviews with text analysis and other means,the reality of the situation of professional knowledge for teacher ”G” are presented and analyzed.The study has been found that: on the structure of professional knowledge,G teacher has mastered the relatively rich knowledge of early childhood development,lack of knowledge of general knowledge.And on the characteristics of teachers 'professional knowledge,the teacher “G” has obvious individual characteristics.At last,from the source of teachers' professional knowledge,her own professional knowledge mainly comes from in-service training and web browsing.The fourth part,the dilemmas of the development of professional knowledge for teacher”G”.This part analyzes the dilemmas faced by G teachers in the development of professional knowledge,and finds that the difficulties are as follows: the working environment is relatively closed,resulting in the lack of good platform for teachers' professional knowledge development;teachers are less likely to participate in training so that they can not meet the needs of their professional development;garden teaching and learning atmosphere is more lacking,affecting the exchange of teachers and knowledge sharing;the professional knowledge is slowly updating because of the lack of motivation to self-development.At last,some strategies are put forward in the fifth.Based on the "real" pattern of G teacher 's professional knowledge,in combination with the bottlenecks and difficulties encountered,this paper puts forward strategies to help to develop kindergarten teachers' professional knowledge in rural,and the promotion of their own accomplishment.