Research On The Current Situation Of Preschool Teachers' Professional Development Needs

The development of early childhood education reform not only brings new ideas to early childhood education,but also puts forward higher requirements for the overall quality of early childhood teachers.In recent years,with the deepening of attention to early childhood education from all walks of life,the voice of improving the quality of early childhood teachers is getting higher and higher.How to improve the quality of early childhood teachers and build a high-quality early childhood teachers team? On the one hand,the Ministry of Education issued the document "Kindergarten Teachers' Professional Standards",which serves as the basic criterion to guide the professional development of early childhood teachers,on the other hand,how to improve Researchers have also conducted in-depth research from various perspectives,but what kindergarten teachers really need for professional development has been neglected.Therefore,the purpose of this study is to understand the inherent professional development needs of kindergarten teachers in R County,and put forward some suggestions on how to meet the professional development needs of kindergarten teachers and promote their professional development.On the basis of Maslow's hierarchy of needs theory,humanistic management theory and teacher professional development theory,this study investigates preschool teachers in R county from the following four dimensions through literature,questionnaire and interviews.It finds that preschool teachers' professional development needs in R county are as follows: in terms of professional development planning,preschool teachers expect professional guidance and support.And get help from others.In terms of the content of professional development,there is a strong need for professional theoretical knowledge in practice and less for generalknowledge;a strong need for professional ability to teach students in accordance with their aptitude,communicate with others and reflect on themselves,whereas scientific research ability is on the contrary;professional concept needs to embody the characteristics of "child-oriented" and pay more attention to the change of early childhood education policy.In terms of professional development,kindergarten teachers expect trainers,training content and follow-up services to meet their own needs;in terms of teaching and research,kindergarten teachers expect kindergarten teaching and research.In terms of professional development conditions,kindergarten teachers need their own initiative,understanding and support for families,kindergarten environment and Education Department policies.There are significant differences in some professional development needs between kindergarten teachers with different variables and kindergarten teachers with different distribution in urban and rural areas.The research finds that the factors affecting preschool teachers' professional development need include: positive factors,namely,the enthusiasm of preschool teachers themselves,understanding and support of families,good environment of kindergartens and attitudes and ideas of education departments;negative factors,namely,preschool teachers' own conditions,job burnout,heavy workload,low pay and policy restrictions.In view of the above characteristics of preschool teachers' professional development needs and the influencing factors,the following suggestions are put forward: giving full play to preschool teachers' subjective initiative,kindergartens should attach importance to and support preschool teachers' professional development,education departments should do a good job of preschool teachers' training scientifically and effectively,and create a good social atmosphere for preschool teachers' professional growth,so as to meet preschool teachers' professional needs.The professional development of kindergarten teachers needs to make efforts in all aspects to promote their professional development.