A Case Study Of Teacher Professional Development In Township Center Kindergarten

With the advance of the national preschool education reform and the increasing call for improving the quality of preschool education,people gradually recognize the important role of preschool teachers,especially township preschool teachers,in the preschool education reform.As scholars at home and abroad begin to recognize the role of teacher professional development quality in educational reform,more and more scholars begin to study teacher professional development.Correspondingly,the research results of preschool teachers’ professional development are also increasingly rich,and the research objects are also increasingly diverse,and the focus of each researcher is also different.In this process,the research paradigm of teacher professional development also changed,and researchers began to abandon the rational and practical reflection orientation and preferred to adopt the ecological orientation research paradigm.In addition,with the advancement of curriculum gaming project in jiangsu province,most kindergartens in the province are trying to practice curriculum gaming and have started to explore to different degrees.In this study,N central kindergarten in Y town,jiangsu province was selected as the research object to study the status quot of the professional development of N central kindergarten teachers from the perspective of ecology.Strategies to improve the professional development of N central kindergarten teachers were found to promote the professional development of township kindergarten teachers.By taking N center kindergarten as the research object,the present situation of preschool teachers’ professional development in counties and towns can be understood practically and systematically,and the quality of preschool education can be improved by improving teachers’ professional quality,so as to reduce the gap between urban and rural education quality.The basic contents of this study are as follows:Chapter one is the introduction.Starting from the origin of the problem,this paper discusses the importance and significance of the professional development of preschool teachers from the perspectives of the lag of the professional development of township preschool teachers,the significance of the transformation of research paradigm to the professional development of preschool teachers and their own research interests.Through the collection of information on the domestic and foreignresearch on teacher professional development to comb and summarize,mainly including preschool teacher professional development,rural preschool teacher professional development and other related research.Chapter two research design.This paper expounds the research methods used in this study,including interview,observation and literature analysis.In addition,it also briefly introduces the research ideas,research process,research objects,research data collection and analysis,research limitations and research contents.Chapter Three the status quot of teacher professional development in N center kindergarten.This chapter mainly presents the current situation of teachers’ professional development in this park from the perspectives of professional concept,professional knowledge,professional skills,professional affection and professional development approaches.It is simply concluded that some teachers’ professional ideas are outdated,professional knowledge is weak,professional affection is deep,professional ability is weak and professional development approaches are single.Chapter four analyzes the influencing factors of teacher professional development in N center kindergarten.From the perspective of ecology,this chapter analyzes the factors that influence the professional development of preschool teachers from the aspects of the unique living environment of the government,parents,kindergartens and township teachers.Relevant government departments did not establish a proper professional guidance mechanism,demolition and the town and immigration led to the increase in the number of class;At the level of parents,some rural parents’ outdated educational concepts have interfered with teachers’ professional development.The main reason is that the non-standard recruitment system reduces the professional level of teachers.The lack of "two education and one guarantee" has led to the sharp increase of teachers’ workload.The imperfect reward and punishment system affects the motivation of teachers’ professional development.The special living environment of township preschool teachers is that the heavy family work takes up the teachers’ professional development time.Chapter five: strategies to improve the professional development level of N center kindergarten teachers.This chapter,based on the theory of ecosystem,puts forward Suggestions on system,action,spirit and material from the perspectives of government education departments,the public,the construction of kindergartens and teachers’ own environmental systems.The main measures taken by the government and education departments include the establishment of professional guidancemechanism,the standardization of teacher recruitment system,the "two education and one guarantee" system,and the increase of financial input.Second,the main measures of the public are to renew the concept of education and clarify the professional role and status of preschool teachers;The main measures for the construction of the three kindergartens are to provide sound post-service training,promote the benign cooperation among teachers,establish and improve the incentive mechanism and communication system.The main measures of teachers themselves include strengthening professional identity and reflection and actively participating in training in kindergartens.