Research On Teacher Change During The Implementation Of Curriculum Change In Kindergarten

"Teacher change goes hand in hand with curriculum implementation".As the implementation subject in the lowest level of curriculum reform,teacher is the key person who actually grasps the lifeline of the reform.During the implementation of curriculum change,only the new curriculum scheme,curriculum materials,teaching strategies and the organization structure of the school can not initiate and promote the change on its own.The change is realized through the participation and investment of teachers.Therefore,whether have an well-round understanding of the characteristics and mechanism of teacher change in the implementation of curriculum change,relates to the success or failure of the implementation of curriculum change.In order to generate the theoretical model of the characteristic and mechanism of teacher change in the implementation of curriculum change which happens in kindergarten,this study is based on a kindergarten which had carried out music curriculum change for 8 years,then selected six teachers form there,one kindergarten teacher out of J kindergarten,totally seven research samples.Semi-structured interview,observation and other qualitative research methods were used to collect data.Micro-analysis was used to analyze interview text data,then coding the interview data into three levels.Based on the change process described by seven teachers,we find out the core categories of teacher change in the implementation of curriculum change.By fitting these two core categories of teachers' changing characteristics and influencing factors with other subsidiary categories and properties,I first generated a classification model of characteristics and influencing factors of teacher change during curriculum change.According to the coding paradigm model,this paper integrated some main relationships between these two core categories: characteristics of teacher change and their influencing factors,so as to find out which factors could lead to which characteristics of teacher change in the implementation of curriculum.On this basis,this research finally generates the mechanism of teacher change under the background of curriculum change.This study finds that the teacher changes happen during curriculum change are mainly reflected in the following aspects: cognitive change;behavioral change;emotional change;change of conation.The characteristics of each aspect of the change are as follows: cognitive change includes the two characteristics,teachers' knowledge and teachers' beliefs,the change of behavior is mainly observed in the stages of change preparation,instructional design and educational implementation,which shows two major characteristics: processual change and productive change.Seven specific care categories of "State of Concern" constitute the development clue of teachers' emotional change,and the change of teachers' will and motivation are mainly reflected in the change of conation.Those main factors influencing teacher change are conditions inside the team,conditions outside the team,practical efficiency,teachers' reflection and other factors.The mechanism of teacher change is to meet the requirements of teacher change.It is found that the necessary and sufficient condition to promote teacher change is reflective practice: the kindergarten provides teachers with a high-level platform of curriculum practice and the interaction with teachers' own reflection.First,because of the game-based curriculum change,it is found that teacher changes are gradually happening on the six interviewed teachers in kindergarten J.This kind of teacher changes mostly driven by the external force of sharing their achievement throughout the year on the one-year-round seminar.Secondly,in the process of progressive practice,the interaction between each step of practice and the corresponding of teacher reflection is the key to the final realization of teachers' consenting change.Thirdly,in the process of teacher change,practice and reflection are both indispensable components.Practice without reflection can not make teachers achieve the “authentic change”,and if the reflection without practice can only be armchair strategy when designing music activities.In addition,only when reflection and practice each change quantitatively,can qualitative teacher change finally achieved during the curriculum change.According to the analytical results,we have got two aspects of suggestions.First,it is suggested that leaders in kindergartens should make full use of the opportunities of public classes to promote the professional development of teachers.Secondly,still for management layers,construct kindergarten-based team,organize training and discussion as routines,so that teachers can grow up with the help of the whole team.From the perspective of the curriculum change implementers,we recommend kindergarten teachers to do more reflection,so that practice and reflection can promote each other in mutual communication.