Field Survey Of The Professional Life Of Rural Kindergarten Teachers

Since the 1990 s,educational theory discourse theory has gradually returned to the "living world",and the professional life topic became many Researchers’ new developing aspect to promote the development of teacher.Along with the promulgation of professional standards for kindergarten teachers on trial,preschool teachers are developing towards professionalism,standardization and high quality.Futhermore,the professional growth for preschool teachers in China has also been improved.However,those teachers in rural areas are still lagging behind due to their geographical location,closed information and lacking of guidance as well as supervision in transmitting policies from the government.What will their professional life style be when the educational reformation is implemented?This research adopts the method of anthropological field work,taking the central kindergarten in R town,Y county,northern Guangdong province as the research object.Through two months of life experience,not only the professional life image of preschool teachers in the Kindergarten R comprehensively affected me,but also help me figure out the cause mechanism of the professional life of rural preschool teachers.According to the phenomenological method of "suspension",we can combine all of the subjective and objective materials,in order to pointing out the real professional life of rural preschool teachers,focusing on Kindergarten R and the teachers’ learning life,thinking life,teaching life,the experience of the teachers present shows their comprehension and understanding of the rural preschool education and experience.The research found that the professional living place of teachers in Kindergarten R was monotonous and poor.The professional life process are fixed and mechanical;Professional life is real and unique.Professional life experience is satisfying but helpless.Their professional life satisfaction is above the average level,indicating that they have a high degree of professional recognition.However,the lack of spiritual culture in professional life,professional ability submerged in the trivial work and life.The researcher analyzed the causes of professional life of R kindergarten teachers from the perspective of the ecosystem.The "macro system" preschool education had been widely concerned,but the rural preschool education resources were still inadequate."Foreign system" Y county preschool education development slow development and the rural teachers lacked of training opportunities and platform;"Intermediate system" R kindergarten lacked of effective support of professional life.For example,the kindergarten’s monotonous lacked of material environment in discouraging teachers’ enthusiasm for professional life,and the loose institutional environment lacked of competition mechanism."Micro-system" interpersonal interaction affected teachers’ professional life quality,such as the lack of experience of the leaders in R kindergarten,the pervasive mediocre culture among teachers,the president’s thirst for knowledge affecting teachers’ teaching content,and the particularity of rural preschool education objects restricting teachers’ teaching work.Teachers are the foundation of education.Only by improving teachers’ professional life can preschool teachers’ professional development be promoted more effectively and the quality of preschool education in rural areas be guaranteed.This study attempts to give some Suggestions on about the professional quality of life of rural preschool teachers which are providing rural preschool teachers with learning opportunities,renewing the concept of preschool teachers’ professional life;Carrying out the kindergarten-based curriculum with county characteristics to fill the kindergarten teachers’ daily education;Providing professional support for preschool teachers’ professional life.