Research On The System Support Of Kindergarten Teachers’ Professional Development

Teachers is the first important key in education plan.Paying attention to the professional development of teachers and attaching importance to the construction of the teaching staff have long been the focus and key to the party and national education policies.Teacher professional development is not a self-evident proposition.From the teacher’s specialization to the teacher’s professionalization and from the teacher’s professionalization to the teacher’s professional development,people have also undergone a deep and gradual process of cognition on the concept of teacher professional development.At present,with the rapid development of preschool education in our country and the deepening advancement of the reform of the teaching team in the new era,the discussion surrounding the professional development of kindergarten teachers continues to heat up.It is necessary and urgent to rethink and improve the current research on the professional development of kindergarten teachers under the overall goal of improving the quality of kindergarten teachers and building a high-quality teacher team.Kindergarten teachers’ professional development has itsparticularity and situation complexity.From the discussion of concept connotation to the deconstruction of professional quality,from the division of the development stage to the formulation of professional standards,the research about the professional development of kindergarten teachers comes out thick and fast,but the results are gradually showing the trend of homogenization and inefficiency and have gradually weakened the actual support for the professional development of kindergarten teachers.This study believes that professional development of teachers is an educational concept a value expectation,but also an institutional construction.The professional development of kindergarten teachers is the result of institutional discourse construction.Conversely,the recognition and support of the institution for the professional development of kindergarten teachers is the premise and basis for the transformation from concept to reality.Therefore,this study starts from the institution and support-oriented.It aims to systematically explore the value and significance of the institution in the professional development of kindergarten teachers and focuses on constructing a supportive-oriented institutions for professional development of kindergarten teachers.The whole text has four core questions:"Why do the professional development of kindergarten teachers need the support of institution?" "What kind of institutional support is needed for the professional development of kindergarten teachers," "What is the status of institutional support for the professional development of kindergarten teachers?"and "How to improve the institution supporting the professional development of kindergarten teachers".This study focuses on these four core issues and other related supplementary issues,following the idea of "definition of core concepts-discrimination of conceptual relationships-diachronic inspection of Institutions-clarification of institutional issues-conception of supporting-oriented institutions-practice of supporting-oriented institutions".The research methods mainly uses literature research and investigation and the survey is mainly based on semi-structured one-to-one interviews.The sample selection is mainly based on the attributes of kindergartens and the professional development stage of kindergarten teachers,and effectively takes into account the kindergarten’s regional location and the professional titles of kindergarten and so on,which is to guarantee the sample typical and the representative.The conceptual definition and relationship research between the professional development of kindergarten teachers and the institution is the logical starting point of the relevant research.Based on the analysis of word-formation and approximate concepts,this study defines the professional development of kindergarten teachers:it is based on the theoretical evolution of teacher professional development and the objective requirements of preschool education development,and it is a process of kindergarten teachers actively seeking professional upgrading,professional ethics,professional concepts,professional knowledge and continuous improvement of professional competence.Teachers will goes through three basic stages of pre-employment,entry-based and on-the-job growth and are deeply guided by development theories and the external environment,which ultimately points to the professional specialization of kindergarten teachers and individual professional growth.Afterwards,this study combines the concept of integration of teachers’ education to conduct a theoretical discussion on the professional development stages of kindergarten teachers,and emphatically analyzes the rational orientation,practice-reflection orientation and ecological orientation of teacher’s professional development,and initially proposes the conception of institutional orientation of kindergarten teachers’ professional development.In contrast,we discuss the connotation of institution from the perspective of Marxism,neo-institutionalism and pedagogy,and further sums up the relationship between the two as follows:Professional development is the inherent demand of kindergarten teachers as institutional people,and the professional development of kindergarten teachers has a strong institutional dependence.In turn,the institution continues to advance the professional development process of kindergarten teachers in certain ways.Exploring the institutional changes of kindergarten teachers’ professional development is to present the past and present of the institution in a panoramic view of the time dimension,and it is also to dialyzes the renewal and inheritance of the institution in a vertical three-dimensional view,which provides the historical eye for the in-depth analysis of the function realization and the value generation of the institution.By drawing on the theoretical framework of Marx and North’s institutional change,this study divides the professional development institution of kindergarten teachers for nearly 40 years since the reform and opening up into four phases:the recovery exploration period,the initial trial period,the steady progress period and the continuous reform period.We will review and summarize the trend of institutional changes:from the isolation and missing to the gradually sound institution construction,from the reference to the local creation of the institution generation mechanism,from crisis relief to problem prevention institution dynamic-like state.Although the vertical diachronic inspection reveals the positive orientation of continuous optimization and improvement of the institution,it does not cover up the specific issues of the institution in its actual operation.Focusing on the actual ecology of the institution and the specific operation of the institution,the study used a combination of literature research and investigation methods to further present and reflect on the problems faced by kindergarten teachers’ professional development institution.The related problems are mainly reflected in:The lagging of kindergarten teachers’ professional access institution leads to a low starting point for professional development.The inefficiency of kindergarten teachers training institution leads to lack of support for professional development.And unfavorable informal institution deeply hinder the professional development of kindergarten teachers.At the same time,centering on the professional development of kindergarten teachers,we found that the related institutional problems have both external and internal deficiencies.Finally,this study constructs and explores the professional development institution for preschool teachers with support orientation from two dimensions:theory and practice.In theory,the professional development system for kindergarten teachers with support orientation is based on professional development as the starting point and goal.However,it highlights the institutional environment for professional development and emphasizes the positive effects of institutions on professional development rather than the traditional technology orientation and Quality perspective.At the same time,the professional development institution for kindergarten teachers with support orientation is to promote the functional shift and focus of the institution through"support".Support is not only the value expectation of institutional construction,but also the functional orientation of institutional implementation,and is also the necessary standard for institutional evaluation.In addition,the professional development institution for kindergarten teachers with support orientation must also follow some basic concepts:paying attention to the all-round development of kindergarten teachers,respecting the dominant position of kindergarten teachers,establishing the systematic thinking of institution construction,strengthening the precision and adaptability of institution design,and promoting the interaction between people and the institution.In practice,on the one hand,we should gradually explore and improve the internal institution support system for the professional development of kindergarten teachers,including the following contents:exploring the certification institution for the classification of teachers’ qualifications;perfecting and establishing a systematic institution of kindergarten teacher professional access standards as early as possible;promoting standardized management and support guarantees for the kindergarten teacher appointment institution;enhancing practicality of the professional standards of kindergarten teachers,adapting to the differences in the professional development of kindergarten teachers at different stages;improving the institution of certification and quality evaluation of teacher education institutions;promoting the construction and management of high-quality courses;improving the effectiveness of training institution for kindergarten teachers and promoting the evaluation and supervision of the institution.On the other hand,we should actively reform and perfect the external institution guarantee system for the professional development of kindergarten teachers,mainly including the following contents:gradually breaking down the discriminatory institutional identity;,ensuring the professional identity of kindergarten teachers’ development on the basis of scientific and reasonable compiling management;improving standardization and normalization of professional title assessment;responding actively and effectively to the potential influence and obstacles of the informal institution.