Research On Preschool Teacher Professional Development Community

The professional development of preschool teachers is not only an important link to improve the quality of preschool education,but also a fundamental way for preschool teachers to maintain their dignity and protect their professional status,which has important and urgent needs.However,the professional development of preschool teachers is facing many problems.The establishment of preschool teacher professional development community can effectively solve the dilemma of teacher development to a certain extent and explore the construction strategy of preschool teacher professional development community,which has the theoretical and practical significance of enriching the community theory and exploring new approaches to teacher development.Community first appeared as a sociological theory,and then it was applied in the field of pedagogy in the form of learning community and practice community.Teacher professional development community has double value,which can not only adapt to teacher development,but also indirectly promote students' progress.The professional development community of preschool teachers takes promoting teacher development as the common vision,emphasizes the interaction and cooperation among teachers,and is committed to solving practical problems in education,teaching and educational life.The research takes A International Kindergarten as the research object to construct a kindergarten teachers' professional development community with teachers' English learning as the carrier.On the basis of fully understanding the existing research,through participatory observation,it conducts in-depth interviews on five teachers who join and participate in the community at different stages,are in different roles in the community,and are in different stages of development.It is supplemented by informal interviews on more than ten other teachers,using the research method of educational narration.This paper vertically outlines the embryonic stage of the kindergarten teachers' professional development community through "salary increase" to promote development,the growth stage through competition to promote development and the mature stage through common growth to promote development,andanalyzes the development status of the community and the differences in teachers' learning motivation,learning content and learning atmosphere in each stage.Through an in-depth analysis of the professional development community of preschool teachers in A kindergarten,it is found that the establishment of the community needs to meet certain institutional and cultural conditions.At the same time,the professional development mechanism of preschool teachers presents a dynamic mechanism from the group to the individual,from the outside to the inside;Learning content from simple,single to comprehensive,polyhedral;The learning style changes from mechanical acceptance to active and meaningful learning.Finally,by A empirical analysis on kindergarten teachers' professional development community,is proposed to discover the advantage of looking for community building carrier,implement the open management,since the reform of the system,respecting the rule of learning,and stimulate the community internal dynamic mechanism,to build an inclusive community,create A cultural atmosphere of community building.