A Case Study Of Kindergarten Teachers' Professional Belief

In recent years,with the rapid development of preschool education in our country,kindergarten education resources have expanded rapidly,the level of popularization has been greatly improved,and the management system has been constantly improved.However,preschool education is still the short board of the whole education system at present,and the problem of insufficient development is very prominent,especially the problem of lagging teachers' team construction.The quantity and quality of kindergarten teachers can not meet the development of preschool education,and the loss of kindergarten teachers and job burnout are still prominent.Therefore,in the documents of "Some Opinions of the State Council on Deepening Reform and Normative Development of Preschool Education" in 2018 and "Some Opinions of the State Council on Current Development of Preschool Education" in 2010,it is proposed to strengthen the construction of kindergarten teachers.In the "Kindergarten Teachers' Professional Standards(Trial Implementation)" in 2012,it was mentioned that kindergarten teachers should love preschool education and have professional ideals and dedication.The professional beliefs of kindergarten teachers are the fundamental driving force for teachers to devote themselves to preschool education,as well as the internal driving force for teachers' professional development.They play an important role in the stability and development of teachers' ranks.Therefore,how to improve the professional beliefs of kindergarten teachers and strengthen the professional beliefs of in-service kindergarten teachers are of great significance for kindergarten teachers to firmly engage in the cause of early childhood education.This study uses qualitative case study method to study the basic situation of kindergarten teachers' professional beliefs.This paper mainly includes the following five parts:Part one: Questions raised.This paper mainly introduces the background,problems and significance of this study.Part two: literature review.This paper mainly combs and summarizes the related concepts and research of kindergarten teachers' professional beliefs from three parts: the definition of concepts,the related research of beliefs,and the related research of teachers' professional beliefs.On this basis,it reflects and summarizes the existing research.Part three: research methods and process.This paper mainly discusses the determination of research methods,the selection of research objects,the introduction of the basic process of research,and explores the ethics and validity of research.Part four:This paper mainly discusses the status of kindergarten teachers' professional beliefs,from entering two kindergartens of different systems into kindergarten teachers' professional life,from kindergarten teachers' professional satisfaction,professional will,professional endurance,professional identity and career development expectations to reveal the reality of kindergarten teachers' professional beliefs and influencing factors.Part five: Research findings and suggestions.According to the basic situation of kindergarten teachers' professional beliefs,this study draws the basic characteristics of kindergarten teachers' professional beliefs,including: kindergarten teachers' professional beliefs are generally not firm enough,and there are differences among kindergarten teachers' professional beliefs in different kindergartens.Influencing factors of kindergarten teachers' professional beliefs include: salary and professional prestige are the root of influencing kindergarten teachers' professional beliefs,management system and cultural environment have an impact on strengthening kindergarten teachers' professional beliefs,career pursuit and sense of work achievement are the internal motivation of kindergarten teachers' professional beliefs.From the four perspectives of government,kindergarten,individual and society,the strategies are put forward respectively: improving the status and treatment of teachers,promoting the formation of good professional prestige;strengthening the construction of culture and system to improve the professional satisfaction of kindergarten teachers;attaching importance to teachers' vocational education,improving kindergarten teachers' professional identity;strengthening the professional learning and practical ability of teachers themselves to enhance their professional position.A sense of achievement.