A Narrative Study On The Professional Growth Trajectory And Characteristics Of Rural Preschool Teachers

At present,China's preschool education has entered a critical period of development with improved quality.As a shortcoming in the development of preschool education,rural preschool education has been seriously concerned by the government and the society.Due to special geographical background,the rural society unique form,economic and cultural development of rural preschool education institutions decentralized and flexible characteristics,combined with the rural kindergarten the limitation of the condition and the education of kindergarten teaching resources,rural children,the dramatic differences between students and teacher younger than rural preschool teacher's professional development brings out the unique development and professional growth traits.Therefore,the research on the special process and stage of rural preschool teachers' professional growth and the characteristics of their professional growth has important practical significance and theoretical value.This study attempts to scientifically and rationally define the connotation,growth stage and characteristics of rural preschool teachers' professional growth.Under the narrative research paradigm,the development trajectory of rural preschool teachers' professional growth is described and outlined,and the stage of rural preschool teachers' professional growth is defined.Condensed out the village preschool teachers professional growth characteristics.In order to better guide and support the professional growth of rural preschool teachers put forward scientific theoretical support and practical guiding value of countermeasures and Suggestions;To promote rural preschool teachers to reflect and improve their professional growth and teaching practice.Researchers in a field survey of rural kindergarten five months under the narrative research paradigm,interview method,observation method,text analysis of four different generations of rural preschool teachers' professional development track,a detailed description of the division of rural preschool teachers' professionaldevelopment stages,shows the real situation of rural preschool teachers' professional development;Combined with the analysis of the professional growth track of four rural preschool teachers,the professional growth characteristics of front-line rural preschool teachers are summarized.On the basis of the above work,this paper puts forward the strategies and Suggestions to promote the professional growth of rural preschool teachers.This study finds that the professional growth trajectory of rural preschool teachers in different generations is different,but also has obvious common characteristics.The professional growth of rural preschool teachers can be divided into four stages: the preparatory period of learning and growth,the period of adaptation and accumulation,the period of competence and maturity,the period of stability and stagnation.Through the analysis of the track of professional growth,six characteristics of the professional growth of rural preschool teachers are summarized succinctly: intergenerational traits,practical traits,uncertain traits,empathic traits,relational traits and local traits.Based on the description and analysis of the professional growth trajectory of rural preschool teachers and the concise characteristics,it is found that the factors affecting the professional growth of rural preschool teachers are complex and diverse,but they can be summarized in two aspects: teachers themselves and the external environment.So the research on the related factors influencing the rural preschool teachers' professional development,combined with the related theory of teacher professional development,and the researchers get inspired from the research object in the growth process,from the rural preschool teachers' support and improve their own ascension and the external environment two aspects to promote rural preschool teachers' professional development strategy is put forward.The self-improvement of rural preschool teachers mainly includes: rural preschool teachers should establish the concept of lifelong learning;Rural preschool teachers should improve the ability of effective self-growth;Rural preschool teachers should construct reasonable professional growth plan;Rural preschool teachers should enhance their professional identity.The support and improvement of the external environment mainly includes: improving the statusand treatment of rural preschool teachers;To reduce the burden and reduce the pressure for rural preschool teachers;Improve the quality of cooperation between homeland;To create an atmosphere of mutual assistance and cooperation among rural preschool teachers;Attaching importance to the training effect of rural preschool teachers;Strengthen the support and guidance for rural preschool teachers;Optimize the professional management of rural kindergartens.