Analysis of the continuing education needs of kindergarten teach

Topic:

Analysis of the continuing education needs of kindergarten teachers ——Based on the perspective of teacher specialization    

Background:

As an essential part of basic education, preschool education is the foundation of school education and lifelong education in China.

The professional level of kindergarten teachers has a profound effect on the quality of early childhood education in the long-term, it also acts as an everlasting factor for individual lifelong education, and it is the key to improve the quality of basic education, the national predispositions and human resources in China.

What:

This study mainly adopts the literature research and questionnaire survey method, taking the second national preschool education reform and development experimental area of the northern part in Panyu District, which is also part of the pioneer education zone in Guang dong Province, as an example to research the current situation of continuing education and the level of professional development among kindergarten teachers.

This study takes the needs of continuing education among kindergarten teachers as the entry point, introduces the dimensions and fields divided in the "Professional Standards for Kindergarten Teachers (Trial)", and explores their specific needs during continuing education based on the results of relevant research on the professional development stage of kindergarten teachers.

Result:

In general, kindergarten teachers are enthusiastic about continuing education and have a strong internal drive for professional development.

However, there is still a lot of room for improvement in meeting their needs, as kindergarten teachers are confronted with some difficulties like shortage of time, heavy teaching tasks and insufficient opportunities while the continuing education mainly focuses on the learning and training of professional abilities.

In general, according to the three dimensions of professional standards, the average score of kindergarten teachers with less than 1 year and 1-3 years of teaching is lower than the overall average score in all dimensions and fields.

Kindergarten teachers with 4-9 years of teaching basically scores higher than the overall average score, therefore, the government and kindergarten should focus on the guidance of these kindergarten teachers less than 1 year and 1-3 teaching years to accelerate the professional development during their pursue of continuing education.

参考资料来源：陈东耿幼儿园教师继续教育需求分析——基于教师专业化的视角