Teaching And Researching:a Narrative Study Of The Professional Development Of A Kindergarten Teacher

In the late 1960 s,British curriculum theory expert Stenhouse put forward the slogan "Teachers become researchers",which provided a clear direction for teachers’ theoretical research and teaching practice.This orientation also reflects the importance that experts and scholars attach to the capture of teachers’ voices,the listening of opinions and power.Paying attention to teachers’ teaching and research ability and improving the quality of kindergarten teaching have become the requirements of preschool teachers’ educational reform and the trend of preschool teachers’ professional development.At present,some preschool teachers are still confused about how to conduct research and how to promote their professional development through teaching and research.This study takes TEACHER C of L Kindergarten in Kunming City,Yunnan Province as the research object.The main method is educational narrative research,supplemented by interview method,observation method and other methods.With the growth time as the clue and key events as the node,the 24-year working experience of the kindergarten teaching and research leader is displayed in a three-dimensional way in the form of stories.Centering on the theme of "mutual growth of teaching and research",this paper expounds teacher C’s growth stage,teaching stage,teaching and research stage and leading stage respectively.First of all,by looking back to the past,the indissoluble bond between teacher C and education was reviewed,and the reasons for her choice of preschool teacher major were explained;Secondly,by grasping the key events of Teacher C’s development,it analyzes how to achieve professional growth through teaching;Thirdly,after becoming the leader of the teaching and research team,Teacher C has a more profound reflection.Transformation,optimization and guidance and other measures have led the teaching and research group to develop together;Finally,after the teaching and research work is on the right track,Teacher C still keeps moving forward.By means of example guidance and resource integration,teacher C further promotes the common development of L kindergarten and other teachers and realizes the role change of the leader of teaching and research.In the last chapter of this article,teacher C’s professional development process is reflected and prospected,and her development experience is condensed,in order to provide valuable experience for more preschool teachers to embark on the road of teaching and research.For teachers,to embark on the road of teaching research needs to give play to the subject consciousness and seek independent development;Keep pace with The Times,seize the opportunity of development;We should bear in mind the larger picture and pursue development in the community.For kindergartens and education departments,the realization of quality development of preschool teachers should focus on empowering and enhancing their abilities,and ensuring teachers’ professional autonomy.Endless learning,the formation of symbiotic and long teaching and research culture;To pursue excellence and perfect teaching and scientific research system.