Research On The Problems And Strategies Of Mentoring System In Novice Preschool Teachers’ Occupational Adaptation

Mentoring system is an effective way to promote novice preschool teachers’ occupational adaptation.Under the guidance of "master",novice kindergarten teachers can obtain professional or professional skills to help them better adapt to the kindergarten teaching environment.This study mainly uses the interview method to interview 20 pairs of masters and apprentices,and 15 principals of 10 kindergartens that have implemented the mentoring system,to understand the practice of mentoring system on novice preschool teachers’ occupational adaptation,to analyze the problems and reasons existing in novice preschool teachers’ occupational adaptation under the mentoring mode,and to put forward some targeted suggestions and strategies.The survey found that both novice kindergarten teachers and backbone teachers as masters agree with the important role of apprenticeship in promoting novice teachers’ occupational adaptation.Some kindergartens have established apprenticeship training system and apprenticeship work plan for novice teachers.The teacher pays the most attention to the guidance of education and teaching for novice teachers,while the needs of apprentices’ professional adaptation mainly focus on understanding children’s age characteristics,class management,emotional support,education and teaching;The master’s guidance mainly includes instructing the apprentices to write teaching plans,attend classes,observe demonstration classes,and give guidance on problems in daily life.The implementation of mentoring system has an important influence on the career development of novice teachers.The study also found that there are the following problems in novice kindergarten teachers’ occupational adaptation: first,the understanding of the mentoring system to promote the career adaptation of novice preschool teachers is not comprehensive;secondly,the implementation of mentoring system in kindergartens is not perfect,mainly due to the lack of teacher selection system,unclear teaching plan and objectives,imperfect supervision mechanism in the process of pairing,single evaluation and assessment method,excessive emphasis on quantitative investigation,and imperfect incentive mechanism;thirdly,there is a lack of investigation on novice teachers’ vocational adaptation,which leads to the deviation between the content of teachers’ guidance and the needs of apprentices;fourth,there is a low degree of attention to novice preschool teachers’ emotional needs;fifth,the relationship between teachers and apprentices is not equal;sixth,the mode of the mentoring pair is single and lack of innovation;seventh,both the master’s instruction and the apprentice’s learning are arbitrary.Therefore,it is suggested to improve the relevant provisions of mentoring system;combine pre-job training with mentoring system to improve the pertinence of novice teachers’ professional adaptation;break through the traditional "one-to-one" pairing mode,optimize the mode of pairing and helping,explore the establishment of multi-level and step-type training mode,and seek advantages outside the kindergarten Support resources.