Investigation And Research On The Professional Development Needs Of Preschool Teachers In Underdeveloped Areas

Looking at the development of preschool education in various countries,it is not difficult to find that the healthy and orderly development of kindergarten education and the steady improvement of the quality of preschool education are closely related to the level of professional growth and development of preschool teachers.Therefore,with the vigorous development of preschool education in our country today,only by paying attention to the professionalism of preschool teachers,giving them corresponding support and helping preschool teachers grow faster and better,can we improve the development level of kindergarten education and truly improve the quality of preschool education.The professional development of kindergarten teachers is a kind of growth demand.This kind of demand is an unbalanced development state.Only when the needs are met and the state is balanced can the professional level be improved.This research believes that the professional development needs of kindergarten teachers include professional ideas and teacher ethics needs,professional knowledge needs,professional ability needs,and professional development support needs.Subjective factors and external environmental factors are the main influencing factors.Based on this,the main survey methods used in this study are: questionnaire method and interview method.This research mainly finds problems in the practice of researchers,combs the existing literature,extracts relevant theories as the research basis,and designs questionnaires and interview outlines,and then conducts a questionnaire survey of 120 public kindergarten teachers in County C to analyze and understand professional development needs The status quo and the influence of various factors;through interviews with 7 kindergarten teachers on related issues,collecting data to further confirm the results of the questionnaire survey,so as to explore the overall characteristics of the existence of the professional development needs of the kindergarten teachers and the influencing factors.On the basis of the empirical investigation and analysis results,suggestions are put forward to meet the professional development needs of preschool teachers and promote the professional development of preschool teachers.This research mainly includes the following six parts:The first part starts from the research background,expounds the origin and significance of this research,explains the research purpose and research questions,and then through in-depth combing and systematic analysis of the existing academic research,it sorts out the literature review of this research.The theoretical basis of this research has been extracted from the existing research,and questionnaires and interview outlines have been compiled.The second part is based on the results of the questionnaire survey and interviews,and analyzes the average scores of options for all aspects of the professional development needs of public kindergarten teachers in County C for each question,including professional philosophy and teacher ethics needs,professional knowledge needs,professional ability needs and professional development Support four dimensions of demand,a total of 16 items.Through the data analysis of the questionnaire survey results and the data collected from the interviews,we can confirm the real situation of the current professional development needs of preschool teachers.The third part discusses the impact of each factor on the professional development of preschool teachers of different backgrounds from the subjective factors and the external environment,with a total of eight items.The teacher's background mainly involves teaching age,educational background,and professional title,and mainly discusses the difference between influencing factors and background factors.The fourth part is a summary and analysis of the survey results of the professional development needs of public kindergarten teachers in County C and the influencing factors.The following characteristics are found: one is the professional concept and the needs of teachers' ethics,highlighting the orientation of self-survival;The need for professional knowledge and professional ability highlights the child-oriented concept;third,preschool teachers lack subjective initiative in professional development;fourth,there are commonalities and differences in the impact of various factors on professional development needs;fifth,preschool teachers Professional development needs are jointly affected by internal and external environments.The fifth part is based on the results of questionnaire surveys and interviews,the research puts forward several suggestions that are conducive to meeting the professional growth needs of preschool teachers and promoting their professional growth.The first is to give full play to the initiative of kindergarten teachers,strengthen independent learning,and consolidate professional quality;second,to provide diversified development methods to meet development needs;third,to improve the survival status of kindergarten teachers and enhance their professional happiness.The sixth part is mainly to reflect on the summary of this research and the lack of research and in-depth research in this research.