A Comparative Study Of Teachers’ Autonomy Support Behaviors Of Novice And Experienced Teachers In Kindergarten Science Activities

The autonomy of young children is particularly important in scientific activities,and teachers’ autonomy support behaviors aim to the development of children’s autonomy.Among the studies of teachers’ autonomy support behaviors,there are fewer studies related to early childhood teachers.Therefore,this study begins with early childhood teachers,analyses the behavior of novice and experienced kindergarten teachers,summarizes the characteristics of teachers’ behaviour,and analyzes the behavioral commonalities and differences,It has positive implications for enrichment of research findings on teachers’ autonomy support behaviors and promotion of teachers’ growth.This study mainly used observation and interview methods to collect data,recorded the autonomy support behaviors of novice and experienced teachers in 24 science activities,and used comparative research and case analysis methods to organize and analyze the data.The study found that the behavior of each of the two types of teachers was distinctive.Novice teachers are more focus on classroom than the children,and the behavior is slightly confined and monotonous;experienced teachers are bold and careful,the behavior is diverse,and they are good at seizing educational moments.There are also commonalities and differences between the two types of teacher behavior.On the whole,both types of teachers have an independent and autonomous view of the child,are professional and attentive educators,and there is a lot of equal teacher-student dialogue in their activities,which can lead to the development of children’s autonomy.Specifically,the two types of teachers differ in there approach and focus,and in the effectiveness and openness of their behavior.The autonomy behavior of experienced teachers is obviously better than that of novice teachers,with experienced teachers appear more diverse in the way they listened,praised,responded and provided reasons for children to act,and novice teachers behaving in a more single way;experienced teachers focus on guidance and future-oriented in the act of asking children what they want,while novice teachers focus on meeting the present and are not forward-looking enough;The effectiveness of listening behavior,praising behavior,and encouraging behavior of experienced teachers are better than that of novice teachers;experienced teachers allow slightly more openness in the degree of spatial activity and in the questions asked of the children than the novice teacher.Combined with the interviews,the causes of the differences are summarized in both internally and externally.Internal reasons include differences in experience of the two types of teachers,differences in mentality,differences in the degree of integration of theory and practice,differences in educational concepts and differences in ability;External causes include parental attitudes and behavior,class size and training at the school.Accordingly,suggestions for behavioral optimization are made:teachers should enhance scientific expertise and integrate theory to guide practice;cherish opportunities to improve communication and accurately positioning the role of teachers;follow the principles of scientific education to enhance the openness of the behavior;integrate the overall aspects of the activity to capture the autonomous support behavior..Kindergartens should encourage stronger exchanges between novice and experienced teachers,carry out teaching and training activities on teachers’ autonomy support behaviors.