Investigation On The Status Quo Of Preschool Teachers’ Professional Independent Development ——A Case Study Of X City In Henan Province

Professional development for early childhood teachers means that teachers can autonomously take the lead in their own professional development,establish their own professional development plan,self-reflect on their own professional development process,and flexibly amend and adjust their professional development programmes and action according to their real needs.Early Childhood Teacher Professional Autonomy Development emphasizes the stimulation of teachers’ professional independent development consciousness,the play of preschool teachers’ active initiative,and the stimulation of preschool teachers’ intrinsic dynamics of development,which is more beneficial to the developing pre-school teachers,the evolvement of pre-school education,and the growth of children.This research uses a combination of stratified and random sampling methods to a total of 350 early childhood teachers in urban and rural areas of X city in Henan province were randomly selected for the study..Using questionnaire and interview methods,we investigate and analyse the current situation of early childhood teachers’ professional self-development and its problems,explore the factors that affect their self-development,and consider how to promote early childhood teachers’ professional self-development based on five dimensions: early childhood teachers’ awareness of professional self-development,action of professional self-development,planning of professional self-development,reflection on professional self-development and regulation of professional self-development.The main findings of the study are as follows:Looking at the present state of early childhood teachers’ professional autonomy development: First,in spite of the overall situation of independent professional development of preschool teachers in X City of Henan Province is good,there is still room for further improvement.Second,although most preschool teachers in X City,Henan Province are aware of the importance of independent professional development and can take the initiative to seek independent professional development,there are still some teachers in a confused state.Third,the score of preschool teachers’ professional independent development action is low,and large gap in estimates with other dimensionsIn terms of the elements that influence the professional autonomous development of early childhood teachers: the individual background of early childhood teachers includes age teaching age,educational background,professional title,and the level of kindergartens and institutes,which has a significant impact on the over-all professional autonomy development of pre-school teachers.Preschool teachers’ own factors including professional development motivation,professional identity,professional efficacy and professional development concept have a significant influence on the overall professional autonomy of kindergarten teachers’ development.Kindergarten factors,including learning atmosphere,teacher culture,leadership,evaluation,economic conditions and support of kindergarten,have an significant effect on the professional autonomy of early childhood teachers.Combining research findings and factor analysis,this study proposes the following strategies to promote professional autonomy for early childhood educators.Early childhood educators themselves: to raise awareness of the development of professional autonomy and to develop a correct perception of professional development;Strengthen education belief,stimulate internal professional development motivation;Enhance professional confidence and self-efficacy.Kindergarten: shaping cooperative teacher culture,creating preschool teacher learning organization;Support the independent professional development of preschool teachers and establish a developmental evaluation mechanism;Implement democratic leadership and create an environment suitable for teachers’ development.Social aspects: to establish and improve preschool education policies and regulations to support the independent professional development of preschool teachers;To establish an organizational system to guide the independent professional development of preschool teachers;Improving the physical well-being and the social standing of nursery school teachers;Enhance advocacy for early childhood education and increase social support for early childhood teachers.