Study On Career Development Path Of Non-government Employed Kindergarten Teachers

In recent years, the professionalization and career development of teachers have been the hotspots of the educational research field. Although the non-government employed kindergarten teachers are the major force of the pre-school education, their jobs are unsecured and their career development has been neglected over a long period of time. Nowadays, the pre-school education is highlighted, while there is little research data for the non-government employed kindergarten teachers and the research on the career path of this group of teachers is blank, which could have an extremely negative impact on the overall development of the pre-school education. From the point of management, this paper discusses and analyzes the subjective and objective factors of the existing issues related to the career development of the non-government employed kindergarten teachers so as to find an effective path for their career development.Based on literature review, the research that consists of questionnaire and interview surveys is carried out with respect of the above-mentioned issues. The questionnaire survey is targeted to the government &non-government employed kindergarten teachers in Z district of Ningbo city, while the interview survey is targeted to the grassroots teachers and managerial group of kindergartens. The main issues identified during the surveys are little attention from the government, unreasonable financial support, non-systematic career training, various levels of kindergarten-oriented teaching & research, scarce expert resources and inhibited internal driving force for teacher’s self-development.On the basis of the above conclusion, the research proposes to focus on six aspects to improve the career development of the non-government employed kindergarten teachers, namely the internal driving force of teachers, kindergarten-oriented support, experts group, ongoing training, financial support and relevant government policies. From macro level, the government should formulate the specific policies and procedures to implement so as to secure the social positions of the non-government employed kindergarten teachers, indicate the importance of supervision system, clarify the development vision of Standard. The government shall also establish a long-term financial support mechanism to ensure the long-term, effective and fruitful investment. From meso level, the kindergarten should propel the career training, establish the multi-level training mode for professional training institutions, expand the IT-based learning approach,explore diversified training methods focused on the review of teaching, facilitate the effectiveness of kindergarten-oriented teaching & research, promote the scientific management of kindergarten-oriented teaching & research and build a cooperative mode of kindergarten-oriented teaching & research. The kindergarten should attach importance to the cultivation of teaching & research group leaders, pay close attention to the individual development of the teacher, take advantage of the collective force of all kindergartens within the region. The kindergarten should promote the network construction of expert teams leading by university experts to foster the conversion type experts and grassroots experts. From micro level,great attention should be paid to the teacher’s requirements for career development to form the career vision and watch the role evolving of the teachers.