A Case Study On The Teacher’s Professional Development Ecology Of Village-scale Kindergarten

How to build a high-quality rural preschool teacher team in the context of rural revitalization has always been one of the important topics in the academic circle.Discussing the professional development of rural kindergarten teachers is not only conducive to exploring the practical difficulties and causes of rural preschool teachers’ professional development,improving the quality of their professional development,but also conducive to promoting the progress of rural preschool education.In this study,a village-level kindergarten in Ping Liang City,Gansu Province was taken as the research object,and the professional development of the kindergarten teachers was mainly investigated by interview method and questionnaire method.Based on the investigation of the professional development of teachers in village kindergartens,using the interview method to conduct two months of in-depth interviews and observations on the professional development of teachers at different levels and under different employment systems,namely one business principal(formal teacher)and five preschool teachers(including childcare teachers).In order to increase the sample size of the number of teachers,two other teachers in other kindergartens were also interviewed and investigated through a "snowball" method.In addition,two interviews were conducted with school district leaders.On the basis of the interviews,the questionnaire method was used to survey the teachers of the rural kindergarten and10 other village kindergartens nearby.A total of 42 questionnaires were distributed to supplement and corroborate the interviews.According to the analysis and coding of the research data,it is found that the professional development of rural small and micro kindergarten teachers has the following characteristics:First of all,in the ecological aspect of the professional development subject:1.Professional knowledge and competence:Eager for professional advancement,but not enough motivation.2.Self-learning ability is manifested in the situation that teachers’ self-learning ability has insufficient motivation and single method.3.The ability to teach reflection is reflected in the reflection at the level of "lesson plan" and "think about it".In terms of professional affection: Willing to be a preschool teacher,but do not want to be a "rural preschool teacher".The second is the internal ecological aspect of the kindergarten:1.The phenomenon of "islands" of teacher collaboration.2.The phenomenon of "horizontal and vertical parallel flow" of teachers.3.Insufficient training support.4.The function of teacher evaluation and assessment is concealed.Finally,in the external ecology of the kindergarten: 1.Economic ecology:insufficient investment in education is reflected in the lack of material support for teachers’ professional development.2.Institutional ecology: Teachers under the "dualtrack" system are specifically reflected in the differences in the professional development of teachers under the two appointment systems.3.Value ecology: "marginalized" teachers.The professional development of teachers in village kindergartens is found to show that teachers’ professional development has both common problems and personality dilemmas.Common issues include: 1.“Marginalization" effect – teachers are marginalized and teachers’ self-marginalization;2.From the perspective of training knowledge supply,the effectiveness of preschool professional knowledge supply is insufficient;3.Under the field of view-the teacher’s professional affection is consumed.Personality dilemmas include: 1.From the Perspective of Educational Equity: The institutional setting of "sualization";2.From the perspective of group deprivation,the tendency of "professional development towards urbanity" is obvious.The thesis,based on the research results,believes that attention should be paid to the state of professional development of teachers in village kindergartens: 1.From the level of ecological agents:(1)Achieve reflective normalcy: get out of the "evil of mediocrity";(2)Building an Identity Experience: becoming a positive ecological individual.2.From the internal ecological level of the kindergarten:(1)Implement a three-line evaluation model: breaking the ecological niche constraints of teacher development;(2)Building a collaborative teacher culture: promoting harmonious coexistence among teachers;(3)Cultivate cultural capital:improve the professionalism of teachers.3.From the external ecological level of the kindergarten:(1)Reshaping the social atmosphere: reconstructing the ecological niche of preschool teachers;(2)Optimize the work ecology of teachers: reduce pressure for teacher development;(3)Returning to equity in education: bridging the "dual-track" gap.