Interaction Between Administrative Power And Professional Power In Kindergarten Teaching And Research

In the late 1960 s,Sternhaus,a British curriculum expert,put forward the slogan "Let teachers become researchers",which once became the clear direction of teachers’ theoretical research and teaching practice.Behind this direction also reflects the researchers’ emphasis on teachers’ voice capture,opinions listening and power.However,in real teaching and research activities,the role of teachers and researchers is difficult to play in the bureaucratic administrative management system,and the administrative power of managers always crosses the professional boundaries of teachers,which has become an important hidden danger that restricts the professional growth of teachers.Therefore,clarifying the power relationship and operation process of different teaching and research subjects in teaching and research activities,and revealing the power relationship hidden behind discourse has become a problem that researchers must pay attention to.After consulting relevant literature,it is found that although some researchers have explored teacher discourse and the power relationship behind it in different educational fields,few people pay attention to the power collision and game between different teaching and research subjects in the teaching and research process from the perspective of discourse and power interaction.Therefore,based on the above thinking,the researchers try to explore the interaction between administrative power and professional power in the process of teaching and research from the perspective of pedagogy and sociology.In this study,a 2-month field survey was conducted in Y Garden of Chongqing by means of non-participatory observation and interview,and detailed and reliable first-hand information was collected by participating in routine teaching and research activities in kindergartens.After sorting out and analyzing the data,the research objects and problems of this study are determined.By selecting the most typical and narrative teaching and research leader S8 as a case,this paper analyzes the professional power granted by managers,teachers’ cognition of teaching and research leader’s professional power,and the interaction process between administrative power and professional power in the teaching and research process,and restores the experience of S8 from empowerment to power weakening in detail,discusses the complex interaction between administrative power and professional power,analyzes the key factors affecting the professional power of teaching and research leader,and puts forward some suggestionsThis study consists of five parts: the first part is the introduction,which mainly expounds the research intention,theoretical and practical significance of this study,and defines the three core concepts of this study combined with relevant literature.The second part is the research design,which mainly introduces the selection of research objects,the application of research methods and the process of collecting and analyzing research data.The third part is the research conclusion,which describes in detail three aspects,namely,the professional power given to the head of teaching and research by managers,teachers’ cognition of the professional power of the head of teaching and research,and the interaction between administrative power and professional power.At the level of empowerment,it mainly responds to "Where does the power of the teaching and research team leader come from?" And "What kind of power has the teaching and research team leader been given?" These two problems.At the cognitive level,it mainly describes teachers’ cognition of the role and power of teaching and research leader,and their rebellion and resistance to the power of teaching and research leader.At the level of power interaction,it focuses on the process of professional intervention,collision,check and balance and maintenance of the administrative power of managers to the teaching and research team leader.The fourth part mainly discusses the above research results,and explains the complex interaction between the two powers and the four influencing factors that affect the power of the teaching and research team leader: power intervention,organizational trust,emotional connection and professional ability.The fifth part mainly summarizes the research conclusions of this study: 1.The power of teaching and research team leader can be resisted and questioned;2.Administrative power and professional power are always in the process of complex interaction and dynamic construction,and Implicit infiltration of administrative power into professional power;Compared with administrative power,teachers’ professional power is more difficult to be recognized and maintained by organizations;Professional power without professional knowledge and professional ability maintenance still faces the risk of being dissolved after being granted;3.Power intervention,organizational trust and emotional connection are the main factors affecting the professional power of teaching and research team leaders.Among them,organizational trust and emotional connection are most easily overlooked.4.Different intervention ways of administrative power will produce different behavioral consequences,among which interruption,interruption,criticism and other behaviors will hurt the face of the teaching and research leader,while tolerance,maintenance and understanding will relieve part of the pressure of the teaching and research leader.Finally,based on the above conclusions,it is proposed to open up the management boundary and encourage teachers to actively explore;Strengthen professional autonomy and promote teachers’ professional development;Rationalized suggestions on realizing empowerment and enhancing teachers’ humanistic care.The ultimate goal is to reveal the reality that the administrative power represented by the manager is greater than the professional power represented by the teaching and research leader in teaching and research activities through the analysis of the above five aspects,so as to help the managers and teachers rebuild the equal and just power relationship,and then awaken the autonomy of teachers’ teaching and research practice.