Analysis of Influencing Factors and Strategies of the Professional Development of Preschool T eachers Jiali Li
Changsha Normal University
Abstract: The professional development of preschool teachers is the basic premi of cultivating high-quality education. Teachers’ professional ethics, mastery of professional knowledge and their enthusiasm and initiative for work are important factors for professional development. This paper will analyze the factors that affect the professional development of preschool teachers and then put forward relevant solutions.桂林英语培训
Keywords: Preschool teacher; Professional development; Influencing factors; Strategic analysismars red
DOI: 10.47297/wspiedWSP2516-250004.20210509
1. Introduction
The professional development of preschool teacher is the premi and focus of high-quality education in kindergarten. As our country’s education reform continues to develop, the state puts forward new requirements for the quality of preschool education. Improving preschool teachers’ professional knowle
dge, strengthening teachers’ skills training and enhancing their professional quality have become important topics for the high-quality development of preschool education. Therefore, preschool teachers with high quality have become the core task of high-quality development of preschool education. Moreover, the factors affecting teachers’ professional development have also become a growing concern. How to promote the professionalization of preschool teachers is the first step to improve preschool education.
2. Influencing Factors in Preschool T eachers’ Professional Development
(1) Preschool teachers’ own factors
The relevant data reveals that less than 50% of preschool teachers graduated
About the author: Jiali Li (1981-08), female, Wanzhou District, Chongqing City, han, College of preschool education, lecture, Phd.波士顿法律
from colleges and universities with college degree or above. Especially in the relatively backward urban areas, there are quite a number of teachers with high school education and low professional and cultural literacy. Moreover, some teachers are still in the further education stage with mainly stud
ying professional knowledge and skills, thus lacking in theoretical and cultural cours in the field of children, which leads to the low learning of children’s cultural quality. On the other hand, the transmission of professional skills of preschool teachers is insufficient. Although preschool teachers reflect rich teaching contents in the daily teaching process, there is a certain gap between the transmission of teacher’s professional knowledge and the teaching requirements of children. The lack of professional theories and skills of teachers makes preschool education unable to get high-quality promotion and prentation. Secondly, learning initiative of preschool teachers exerts a great influence on preschool professional development. At the same time, how to carry out autonomous learning in a planned way and the confusion of learning content and way also indirectly affect the teachers’ learning enthusiasm and effect. Furthermore, teachers are short of time and energy. They are busy with children’s education and teaching all the day. In addition, they need to deal with complicated class work and a large number of paperwork. Moreover, tho engaged in preschool work are mainly women who have their own families and children to take care of. Indeed, work and houwork occupy their time and energy and the heavy pressure and burden force preschool teachers to fail to improve their professional development.
(2) The factors related to kindergarten
The creation of spiritual environment in kindergarten is the main factor affecting the professional development of preschool teachers. The creation of children’s spiritual environment includes two aspects, one is the management mode of kindergarten, the other is the park environment of kindergarten. Democratic leadership style and collective leadership behavior are significantly beneficial to the physical and mental health development of children. Democratic management style not only creates a warm and free atmosphere for children and teachers, but also provides teachers with more opportunities for lf-expression, which brings a n of lf-accomplishment in their work and helps to improve their work enthusiasm. Democratic management style is relatively relaxed and active from which children can also get individualized display and development. Therefore, the management style of kindergarten greatly affects the professional development of preschool teachers. Secondly, the kindergarten training is not in place and some kindergartens do not attach importance to teacher training or the training content is too simple. They do not have a thorough understanding of the confusion faced by teachers and they just stick to regular meetings or expert lectures, failing to fundamentally solve the problems facing teachers. Even many training contents are out of the scope of teachers’ work, thus causing futile training.
Analysis of Influencing Factors and Strategies of the Professional Development of Preschool Teachers
Journal of International Education and Development Vol.5 No.9 2021拥挤用英语怎么说>stsky
忽略英文(3) Social factors
Many people think that preschool teachers have low professional quality and can master certain singing and dancing skills, so their recognition of preschool teachers is low. Preschool teachers are regarded as “nior nannies” becau of their heavy workload and low remuneration. After such hard work, they don’t find a n of value and accomplishment, which makes them feel frustrated. The low social status leads to the reluctance of highly educated and high-quality talents to enter preschool teachers’ industry, which virtually hinders the improvement of the overall level of preschool teachers and is not conducive to creating a strong professional learning atmosphere for them. In addition, the long-term working atmosphere and salary gap will also lead to the burnout and loss of preschool teachers, which is not conducive to the development of them. In particular, the development prospects of teachers in private kindergartens are not optimistic. Compared with teachers in primary schools, junior high schools and nior high schools, they have less room for career development and they cannot obtain professional title asssment and evaluation. Even professional development may not bring about great changes in lf-interest and social status. All the make preschool teachers feel confud and at a loss when they are engaged in work.
3. The Strategies and Measures to Promote the Professional Development of Preschool T eachers
(1) Strengthen the training of preschool teachers
monarchyIt’s necessary to strengthen the training of preschool teachers, improve the training content and innovate the training forms. It can be divided into two ways of in-park training and off-park training. In-park training refers to the new outstanding teachers’ reprentatives or backbone teachers imparting their work experience while off-school training means attending lectures and cultural exchanges in colleges and universities for study. In form, situational exercis can be added so that teachers can participate in activities through situational dialogues, deeply understand and master the training content and combine the theory and practice of preschool education. In terms of content, it’s necessary to first understand the problems faced by preschool teachers and what they want to learn and then determine the training content on this basis. In this way, teachers can stimulate their interests in learning, learn their own professional skills and then improve their professional level.
(2) Strengthen preschool teachers’ lf-learning ability
Teachers’ learning initiative is cloly related to promoting their professional development. Since preschool teachers is the main body of teachers’ professional development, they should strengthen s
文化常识
elf learning, improve their professional literacy and teaching ability, actively learn novel educational concepts, internalize
and absorb them, sort them into teaching methods suitable for themlves and bring them into daily kindergarten activities. Only in this way can they bring better education and influence to children, improve their social value and enhance their n of accomplishment and happiness. First of all, teachers should be aware of lf-initiative. Only by continuously learning professional knowledge can they integrate the concept of preschool education into practical teaching activities so as to master solid professional skills and scientific educational methods. In addition, preschool teachers should continue to expand their knowledge fields and the relevant knowledge. Only when they have rich cultural knowledge can they organize activities scientifically and effectively when teaching children the contents of the five fields. Secondly, preschool teachers should also have the ability of lf-reflection. Teachers should consciously reflect on the problems existing in teaching activities and imparting cultural knowledge. An excellent preschool teacher must have the ability of lf-reflection and lf-improvement, which is also an important way of learning for teachers’ professional development.
成人英语三级成绩查询(3) Strengthen kindergarten-bad teaching and rearch activities
Kindergarten should actively carry out the kindergarten-bad teaching and rearch activities and standardize its teaching and rearch activities. Teaching and rearch activities are a kind of lf-improvement learning approach which adopts various forms to solve the problems raid by teachers. By participating in kindergarten-bad teaching and rearch activities, teachers put forward their own educational problems to be solved, jointly work out solutions through exchanges and discussions and form a t of correct educational concepts suitable for themlves. Teaching and rearch can be conducted by obrving the teaching process and then discussing it or by obrving it on the spot and conducting thematic discussions so that teaching and rearch activities can truly become a meaningful activity to enhance teachers’ professional quality and skills. At the same time, kindergartens should formulate rules and regulations for teaching and rearch activities and make clear the responsibilities and important roles of teachers in the activities. Only by understanding the importance of teaching and rearch activities can they deeply understand the value brought by teaching and rearch activities.
(4) Increa government support
Teachers’ professional development cannot be parated from the strong of government. The government should increa investment in kindergarten activities and hardware facilities. Due to the
lack of government support, many kindergartens can not carry out teaching and rearch activities smoothly. The imperfect hardware and equipment riously affects the teaching quality of teachers. At the same time, the enthusiasm of teachers’ work will also be affected, thus failing to play the greatest effect of teaching quality, which is not conducive to the professional development of teachers. In addition, the government should improve the salary of
Analysis of Influencing Factors and Strategies of the Professional Development of Preschool Teachers
Journal of International Education and Development Vol.5 No.9 2021
preschool teachers, make labor and income equal, improve the social recognition of teachers, make them find lf-worth in their work, stimulate their work enthusiasm and promote the development of teachers’ specialization.
4. Conclusion
To improve the professional development of preschool teachers, teachers, kindergartens and society need to make joint efforts to carry out kindergarten-bad teaching and rearch activities with the st
rong support of the government, improve teachers’ teaching level and promote their professional development.如何网上聊天
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