Investigation And Research On The Professional Development Path Of Rural Kindergarten Teachers In Hebei Province

Education is the foundation.In recent years,countries around the world have paid more attention to education reform.Teachers are related to the success or failure of education reform.The professional development of teachers directly affects the quality of education.With the implementation of the "Kindergarten Education Guidance Outline(Trial)" and"Several Opinions on the Reform and Development of Early Childhood Education",the professional development of kindergarten teachers has become the focus of attention,and rural preschool education is the center of rural education reform in China.It is especially important to promote the professional development of rural kindergarten teachers.Therefore,exploring effective ways to promote the professional development of rural kindergarten teachers and solving the problems in the implementation process are of great significance to the professional development of rural kindergarten teachers.This research conducted a sample survey of rural kindergarten teachers in Hebei Province.It lasted 2 months,and used the self-edited questionnaire,which called"Questionnaire for Rural Kindergarten Teachers' Professional Development Path in Hebei Province".Randomly to select those who participated in the program named "2019 National Training Program of Hebei Province".And made a survey of 2818 rural kindergarten teachers from 11 districts.Based on this,in-depth interviews were conducted with 10 front-line teachers and 3 principals of rural kindergartens in the way of structured interviews.Use the theory of teacher's professional development to analyze the internal and external driving professional development path of rural kindergarten teachers,that is,whether the future of rural teacher's development,the kindergarten,and the education administration department's professional development.And whether all these progress truly effective promoted the professional development of rural kindergarten teachers yet?How many specific problems do we have?How to make the path work effective?Through a comprehensive analysis of the existing paths,a suitable path for the professional development of rural kindergarten teachers in Hebei Province is selected finally.In view of the above problems,this research is divided into three parts.The first part takes the status of the professional development path of rural kindergarten teachers in Hebei Province as the object,adopts the way like surveys questionnaire and interviews.Based on the theory of teacher's professional development,we want to investigate the current status of internal and external driving professional development paths of rural kindergarten teachers.Among the internal driving professional development paths of rural kindergarten teachers,the professional development path of internal control is the ideal path for the rural kindergarten teachers to achieve their professional development.Although the externally driven professional development path guides the professional development direction of teachers,it also limits the professional development of teachers,because this path cannot take into account the characteristics and actual needs of each teacherThe second part:It uses the theory of teacher's professional development to analyze the problems existing in the path of rural kindergarten teachers' professional development.With the purpose of promoting the professional development of teachers,a detailed analysis of the current status of teachers' internal and external driving professional development paths was found.The following problems were found:rural kindergarten teachers' autonomous learning initiative was restricted;business learning in rural kindergartens was difficult to achieve normalization and the degree of out-of-school learning and teachers' willingness is low;the actual effect of the network training organized by the education administration department for rural kindergarten teachers is not ideal,and the offline continuing education training system is not perfect.The third part:It puts forward countermeasures and suggestions from the perspective of teachers' professional development theory.This article starts from the internal and external driving professional development path of rural kindergarten teachers,combines the practical analysis of the problems found in interviews and questionnaires,and find out the crux of the problems,based on these problems,it made some reasonable suggestions for the professional development of rural kindergarten teachers:It should create a learning culture and broaden the autonomous learning path of rural kindergarten teachers,furthermore,we should give more attention on the professional development of teachers,deepen the path of school-based training,and improve the institutional guarantee mechanism,at the same time,to develop a mixed training path.