A Survey Of Preschool Teachers' Career Self Planning

With the vigorous development of preschool education,China pays more attention to the professional development of preschool teachers.Therefore,different measures have been taken at the national,local and kindergarten levels to speed up the development of preschool teachers.As for the effect of different forms of external factors on the professional development of teachers,relevant scholars point out that to a certain extent,it depends on the professional development awareness of teachers.That is to say,teachers' professional development depends more on themselves,and external factors are only the auxiliary role of professional development.Therefore,based on the study of the current situation of different dimensions of preschool teachers' career self planning,this paper makes a comparative analysis of the current situation of professional and non expert preschool teachers' career self planning,and then finds out the problems of non expert preschool teachers' career self planning,analyzes them,and puts forward corresponding strategies.First of all,under the guidance of career planning theory and teachers' professional development theory,this paper uses literature,questionnaire and interview to understand the current situation of preschool teachers' career self planning.Specifically,from different gender,age,teaching age,education background and kindergarten level,the author understands the differences of preschool teachers' career planning,and finds that compared with low education background teachers,high education background teachers have clear career self planning;there is no significant difference in gender,age,teaching age and kindergarten level dimensions.When comparing and analyzing the current situation of career planning of expert and non expert preschool teachers,it is found that the most obvious difference between expert and non expert preschool teachers is that expert preschool teachers are more aware of medium and long-term planning,and they pay more attention to orderly time and work arrangement in advance;accordingly,their implementation ability is also stronger.While non expert teachers have a certain sense of planning,but lack of executive ability.In addition,from the current situation,we find that there are some problems in preschool teachers' career self-planning: professional development awareness,but weak planning ability;poorimplementation ability,ideological awareness and practical action;kindergarten teachers' career planning,most of which stay in the slogan level,lack of targeted,professional guidance and evaluation.Secondly,the research also found that the internal reasons that affect teachers' career self-planning are: love for preschool education;relative to the paper career self-planning book,daily teaching reflection may be the most important;strive to optimize everything;dissatisfaction with the status quo;appropriate pressure and anxiety.In view of this,teachers can strengthen their career self planning through the following ways: first,improve their planning ability through self-study;second,reflect on the key points in teaching activities;third,find teaching research points and develop adaptive expertise;fourth,deeply understand teachers' needs and provide flexible and personalized training and support.Fifth,implement corresponding policies and promote the implementation of measures.