A Practical Study On The Enhancement Of Language Teaching Self-efficacy Of Kindergarten Teachers By Professional Learning Community(PLC)

The primary task for improving the quality of preschool education is to construct a team of high-quality and professional kindergarten teachers.Moreover,teacher training is an important way to improve the professional ability of kindergarten teachers.In the training process,attention should be paid to the self-efficacy of the participants,so as to stimulate the enthusiasm of teachers in learning and improve their professional quality and value cognition.Taking the Professional Learning Community(PLC)training focusing on language teaching as the carrier,this study sorts out,analyzes and summarizes changes of kindergarten teachers’ self-efficacy in the training process as well as the characteristics and process of PLC development,and explores the influencing factors of kindergarten teachers’ self-efficacy in the training process and the mediating effect of the quality of their interaction with teachers and children.This provides an empirical reference for thinking and constructing kindergarten teacher training.In this study,42 kindergarten teachers in Hangzhou,Zhejiang Province were selected as training objects,and 15 kindergarten teachers were chosen as research objects.Questionnaire and observation methods were used to collect data.Nine teachers and trainers who participated in the training were interviewed and data were collected for a two-year study.Based on SPSS 27.0 single factor analysis of variance,the language teaching effectiveness of kindergarten teachers is significantly improved by participating in PLC.Furthermore,Pearson correlation analysis is used to explore whether PLC can play a positive role in teachers’ self-efficacy.On this basis,Rstudio4.2.2 is adopted to establish the mediation model of PLC,teachers’ self-efficacy and teacher-child interaction quality,and verify the practical benefits of PLC.Finally,through interviews with trainers and 9 teachers,the internal mechanism of PLC for improving teachers’ sense of self-efficacy is summarized.The findings are as follows: First,after exclusion of the influence of kindergarten teachers’ own factors(educational background,professional title,teaching years,etc.),participation in PLC focusing on language teaching will affect teachers’ self-efficacy,among which the impact on teachers’ teaching strategy self-efficacy is the greatest.Secondly,language teaching based PLC will influence the quality of teacher-child interaction through teachers’ self-efficacy,constituting an intermediary model.Finally,through two years of PLC tracking research conducted by researchers on insiders and outsiders,the whole training process presents the "metaphysical" training theme to explore the real problems in practice,from "speech" to "language" activities focusing on the formation of social construction of knowledge perspective.Research mode of "blind people guessing the elephant" is used to establish equal and mutual promotion of cooperation.Beyond that,the action link transforming knowledge into wisdom forms the characteristics of the learning style of dialogue and reflection.