Case Study On Professional Development Of Preschool Teachers In Masters Studio

The key to improve the quality of preschool education lies in the improvement of the quality of preschool teachers.However,with the increasing levels of local governments to invest in pre-school education,the number of kindergartens in the short term presents a rapidly increasing trend,which requires a considerable number of early childhood professionals must be equipped with.In addition to strengthening the training of pre service education,how to realize the professional growth of kindergarten teachers is also an important concern.The purpose of the famous studio is to lead the professional development of kindergarten teachers.In this research,Y T studio teacher as the research object,with the group dynamics theory,the theory of learning organization and teacher professional development stage theory,using literature method,interview method,observation method,collecting method,follow the theoretical interpretation--Practice--reflection path and suggestion;through the investigation of T studio teacher operating mode,it is clear how to promote teachers' professional development and achieve what the outcome,what problems still exist,and the leading factors of preschool teachers' professional development of teacher studio of T,and finally puts forward suggestions on.The results show that: first,T teacher studio to guide the professional development of preschool teachers vision,including preschool teachers' personal vision and the common vision of the studio established on this basis.Second,T teacher studio leading preschool teacher professional development content,including professional philosophy,professional knowledge,professional ability and teaching research ability and the ability to lead the five aspects.Third,leading the way T studio teacher professional development of kindergarten teachers,including teacher workshops on members of the leading way of theory study,teaching improvement and practice three aspects of the exchange,which means there are theories of learning reading research,subject research,network learning;ways of teaching improve the collective classes,with the heterogeneous class;practice the exchange has sent to the countryside to teach,seminars,home to train,including leading teacher studio within the area of preschool teachers' professional development,leading the two aspects mainly by radiation of individual members and kindergarten demonstration.Fourth,T teacher studio to guide the evaluation of professional development of preschool teachers,including the evaluation of the studio,the evaluation of teachers and evaluation of students.Fifth,the study found that in the process of leading the studio area of preschool teachers' professional development also has some problems,the main learning content gradually surface,training activities by the students time conflict influence,leading to all the teachers and within the area of the kindergarten teachers' professional development is the lack of assessment results.At the same time,the researcher analyzes the factors that influence the professional development of preschool teachers in T studio.Including the administrative departments of education evaluation system,the common vision and studio interpersonal atmosphere,the development of the kindergarten teacher's practical demand,personal ability and teachers' personal characteristics and other factors,including teachers' personal qualities including motivation,professional development of the original knowledge structure,the professional development stage and individual ability.These factors will directly and indirectly affect the content and the way of the teacher's studio activities,and the effectiveness of teacher professional development.Finally,the researcher put forward some suggestions according to the above.Including the common vision,establish the development orientation of the enhancement of teachers' autonomous development motivation,strengthen exchanges and leading regional and kindergarten teachers' communication students and establishing the evaluation mechanism of regional preschool teachers' professional development.