A Study On The Observation Ability Of The Preschool Teachers In Different Development Stages

It,s our direction all the time to improve the quality of preschool education and bulid a high quality team in China.As a basic requirements of preschool teachers’ professional ability,the observation ability has been included,but most of preschool teachers have been lacking of observation ability in the long-term professional development.Improving the observation ability of preschool teachers will make a difference in their professional development.The study distributed the revised "Preschool Teacher Observation Ability Evaluation Scale" to 294 preschool teachers,who were taken as the research objects,to collect quantitative data.Besides,there are13 preschool teachers randomly selected from 294 for class observation and interview to collect qualitative data.According to the theory of the stage of teacher professional development,the teachers are divided into three stages,namely,novice,skilled and expert preschool teachers,based on their teaching experience,professional title,achievements and honors and their participation in scientific research,to explore their observation ability level.Combined with quantitative analysis,class observation and the results of interview,the study first found that the observation ability of preschool teachers at different stages of professional development is located at different level intervals on the whole,different dimensions and indicators.Secondly,the teachers have their own unique performance and deficiency in the six dimensions of A.Possess basic knowledge of preschool development,B.Possess observation consciousness,C.Master observation method,D.Distinct observation content,E.Ensure observation purpose,F.Analyze and apply observation results.Finally,the study also found that there were some differences in the observation ability of preschool teachers at different stages with different background variables,such as teaching ages,majors,professional titles,scientific research participation.Based on the above findings,the study analyzed the factors influencing the observation ability of preschool teachers at different stages of professional development.They are from teachers themselves including the level of observation theory,the professional attitude toward observation and development pattern of profession,the endogenous power of the development of the observation ability,individual learning ability,occupation concept,kindergarten environment and work requirements including heavy teaching and administrative tasks,single collective research pattern and quantitative assessment and evaluation of observation ability,and the current situation of preschool education including inadequate effectiveness of pre-service training and post-service training,the undue expectations of parents and too many children but a few teachers.Based it,the study put forward some suggestions to improve the observation ability of preschool teachers in different stages of professional development from three aspects of teachers themselves,kindergarten and society.