The Case Study Of Transferred Kindergarteners' Professional Development: From The Research Perspective Of The Collective Teaching Activities In Kindergarten

The vigorous development of preschool education needs a lot of kindergarten teachers."The surplus primary and secondary school teachers after training can be transferred to the preschool education".To a certain extent,transferred kindergarteners ease the predicament of kindergarteners' shortage in our country.But how can they be motivated to quickly adapt to the new working environment,the educational objects mainly with specific image thinking,the teaching content based on the integrate course,and the teaching methods featured with games and activities? How can they be motivated to master the professional knowledge and teaching skills,pay attention to their own professional development,and finally grow up to be a good kindergartener? The author,through a case study of the transferred kindergartener,expects to provide reference for the professional development of other transferred kindergarteners.The research object of the paper is the key kindergartener Y who has five-year teaching experience in a primary school and has been a kindergartener for five years.In the perspective of the kindergarten collective teaching activities,this study,adopting the methods of observation,interview and classroom and learning from "The Kindergarten Collective Teaching Evaluation Questionnaire(Trial Version)",analyzes the differences between the initial and mature stages of Y's collective teaching activities as a kindergartener from the aspects of five items,namely,the teaching goal,teaching content,teaching design,teaching process,and teaching support.Then,the study tries to reveal Y's substantial change in the process of the collective teaching activities,and discuss the factors influencing transferred kindergarteners' professional development comprehensively and profoundly.Finally,the paper puts forward some effective suggestions for the professional development of other transferred kindergarteners.The study shows that the significant change exists in the terms of the teaching goal,teaching content,teaching design and teaching process.The design of teaching goal highlights integrity and development;teaching content is closer to the children's life,and more suitable for children's interests and needs;teaching design is more scientific and reasonable;teaching process is composed of motionless and motion,so the young children have a strong interest.The reasons for the professional developments of the transferred kindergartener Y are as following: one is that Y herself has the willing to be a good kindergartener;therefore,by autonomous learning and theoretical study,she finally formed a new knowledge structure.Secondly,on the base of the unceasing reflection and practice in the process of teaching,Y changed the original education teaching mode.Thirdly,the institution in which Y works has organized various group activities in the medium of “kindergarten based teaching and research”.With the help of these activities,kindergarteners can learn from and share education teaching experience mutually.Based on the above research,this paper puts forward two suggestions: one is that transferred kindergarteners should be the master of their own professional development.The other is that the relevant kindergarten should construct a learning organization,and ultimately form a learning community.