"Good" Kindergarten Teachers From Different Stakeholders

The quality of preschool education has been widely discussed at foreign and domestic,and has become one of the most hot topics in research and practice.Education can not be without teachers.The quality of kindergarten teachers directly affects the establishment of public service system of preschool education,which is “wide coverage,basic and quality”.What are the “good” kindergarten teachers in the eyes of different people? Is it all consistent?How to realize the high-quality development of the kindergarten teachers? By means of purposive sampling,this study selected many kindergartens and colleges in B city,and randomly selected 60 children,parents,kindergarten teachers,30 heads of kindergarten,15 preschool education experts and 90 preschool education students in selected kindergartens and colleges.Using the method of phenomenography,this paper studies the “good” kindergarten teachers in the eyes of different stakeholders,and discusses the quality view of kindergarten teachers based on different interests.Through the coding analysis of the interview text and children’s paintings,we can discuss the image of “what is” and “good” kindergarten teachers from the following seven dimensions: love and dedication,child-oriented,moral cultivation,teaching and education,communication and cooperation,personal development and moral role.For “why” think such kindergarten teachers are “good” teachers,it can be explained from the following seven angles: characteristics of early childhood education,general requirements of occupation,requirements of professional particularity,teachers’ own development,characteristics and development of young children,compliance and development of kindergarten system,and expectations of society and parents.For “how to do” can become “good” kindergarten teachers,it can be summarized from eight aspects: strengthening professional identity and job responsibility,preparing for their own development,accumulating professional theory and practice,strengthening teacher-child relations and interaction,strengthening home cooperation and cooperation,providing support from the garden and leadership,providing support from the education system,and strengthening social and family cognition and cooperation.This study analyzes the image of “good” kindergarten teachers from the perspective of various interest groups,the reasons for image shaping,and the way to achieve it.Through quantitative statistics of data,we can see that the understanding of the above three problems by different stakeholders shows statistical differences in each dimension.Based on this,this study analyzes and discusses the different reasons for its existence,and discusses the interests based on the positions of various interest groups,and puts forward two suggestions to promote the professional development of kindergarten teachers: integrating the needs of different stakeholders for the role of kindergarten teachers and optimizing the ecological circle of kindergarten teachers’ professional development,in order to provide reference for improving the quality of kindergarten teachers.