The Study Of Kindergarten Teacher Professionalization In China

The professionalization of kindergarten teachers is a demand from economy development and social civilization; a necessary step to meet kindergarten education innovation and development; a real quality to enhance kindergarten teacher's social class and inner life value.The professionalization of a kindergarten teacher hereby, is mainly referring to the progress of one growing into a professional, based on strict professional training and active self learning. To achieve this, one needs not only self-driven learning and hard working, which will be greatly helpful to improve his/her professional knowledge, but also a suitable outside environment. Currently in our country, the professinalization of kindergarten teacher is generally at a very low level. There are reasons from inside of our kindergarten teachers, also reasons from outside like kindergarten, teacher's profession education unit, government and society etc.Recently, the professionalization has come to people's attention, and been becoming more and more important. However, the researches in this field are still characterized as "falling apart" or "un-systematic": some synoptically describes the features of teacher's professionalization; some analyses inside and outside facts have influence on professionalization; some evaluate the current professionalization of the industry; some discusses the methodology to achieve professionalism......This thesis, based on literature research, reviews the industry progress from the initialization, development to it's professionalism from a historical aspect, and analyses practical ways to realize kindergarten teacher's professionalism.Theoretical part first analyses related concepts and connotation of professionalizaton, followed by reviews to teacher's professionalism connotation, history and features, ended with several aspects for kindergarten teacher's professionalization research.Historical research part reviews the progress of kindergarten teacher's professionalization from several points of views. Firstly, it gives an analysis about kindergarten teacher's practice and its intellectuality. Secondly, analysis about kindergarten teacher's public service function and if it has its individuality. Thirdly, analysis on sanction of kindergarten teacher's professional regulation.Conclusion based on the above analysis on kindergarten professionalization history: A Practice of kindergarten teacher, on some level, is intellectual. Their professional knowledge can continuously grow. It requires long term professional study at the start of the career. The service and research can be merged. While generally, it does not rely heavily on systematic theory or professional knowledge.B The service which kindergarten teacher provides to the society is gradually becoming general, but not really characterized right now. It is revealing its great social value to the public. However, the industry has not gained a proper social class.C The kindergarten teacher's qualification standard and professional ethic policy experiences its growth from non to existence, and improvement. Currently, the kindergarten teacher certificate system, on some level, has control on the professional entrance and termination, but not full control. There is still urgent demand for establishment of kindergarten teacher's professional ethic policy. Our currently run policies focus more on encouraging teacher's teaching practice than their professional behavior aspect.Last comes the practical suggestion to kindergarten teacher's professionalization at new generation:A Kindergarten shall be a researcher in both educational and cultivate practice.B Professional support shall be hold by kindergarten for teacher and enhace the service of teacherC Government shall provide enhanced political environment for kindergarten teacher's professionalization.