Research On Professional Responsibility Cognition And Practice Of Novice Kindergarten Teachers

Teachers ’cognition and practice of professional responsibility is the core of realizing educational tasks and improving the quality of education and teaching,and also an important path for teachers’ professional growth.Kindergarten teachers ’professional responsibility practice is also the key starting point of its professional growth,therefore,analysis of kindergarten teachers of professional responsibility cognition and practice status and problems,and seek to improve teachers’ professional responsibility to perform effective strategies,support the kindergarten teachers ’professional responsibility of correct cognition and practical reflection,to promote kindergarten teachers’ professional development.Research using the theory of research paradigm,select different areas of 13 kindergarten teachers as the research object,through the in-depth interview method to collect kindergarten teachers’ cognition of professional responsibility and professional responsibility in the process of practice responsibility event information,with the help of Nvivo 12 plus data processing software to the data coding analysis.The study found that the professional responsibility cognition of new kindergarten teachers mainly involves the judgment of the rationality of professional responsibility,and new kindergarten teachers think that the work that is more utilitarian than educational is unreasonable;and the professional work that can support the substantial development of children is reasonable.Teachers’ cognition of professional responsibility mainly comes from the conscious professional growth requirements,the role requirements of others and the social support.Under such responsibility cognition,new kindergarten teachers mainly show responsibility practical behaviors such as "responsibility dispersion","responsibility abandonment","responsibility taking" and so on.Kindergarten novice teachers’ cognition and practice of professional responsibility are characterized by subjectivity,attachment and asynchronization,and their responsibility cognition and practice are mainly influenced by situational factors such as the strength of responsibility willingness,the level of responsibility ability,the pressure of institutional regulation,and the role boundary under the responsibility environment.Based on the analysis of the professional responsibility cognition and practice of new kindergarten teachers,supporting strategies are put forward to enhance the thinking of new kindergarten teachers’ professional responsibility and enhance their awareness of taking professional responsibility from three aspects of responsibility consciousness,responsibility ability and responsibility environment.Firstly,in the sense of responsibility,new kindergarten teachers should establish professional responsibility consciousness and enhance professional responsibility emotion;schools and kindergartens should implement responsibility ethics education to strengthen teachers’ identity.In terms of responsibility ability,new kindergarten teachers should form the concept of lifelong learning and improve their independent reflection ability;kindergartens should build a growth education platform and provide personalized guidance and support.In optimizing the responsibility environment,teachers should strengthen cooperation and learning and strengthen their collective responsibility;the government,parents and schools should establish a responsibility sharing system to clarify the boundary of professional responsibility.