A Case Study Of Practical Knowledge Of Newly Qualified Kindergarten Teacher

Kindergarten teacher's practical knowledge is the personalization comprehension of teaching and education in kindergarten. It forms in kindergarten teacher's daily teaching activity, and plays an important role in teacher's professional development. Concerning about the development of newly qualified kindergarten teacher's practical knowledge in his/her early teacher career, which is useful to translate the teaching theory into teaching practice, accumulate teaching experience, promote the mature of teacher.By analyzing the current related research about teacher's practical knowledge at home and abroad, this paper combs out the concept of practical knowledge and some other theory. This research analyzed the basic content of newly qualified kindergarten teacher's practical knowledge and influencing factors. The paper used qualitative research method, and take Observation Method, Experts Investigation, Text Analysis and so on. The researcher followed the W teacher for up to 2 moths and collected a large number of the first hand information. The paper formed a preliminary study about the W teacher's practical knowledge.The main conclusions of this paper are induced as follows:1.Although the newly qualified kindergarten teachers new at job, but they also have some necessary knowledge for a real teacher; 2.In comparison, newly qualified kindergarten teacher have stronger desire to acquire more practical knowledge; 3.Daily teaching experience and teaching reflection are the key factor of practical knowledge; 4.The knowledge of kindergarten class management and kindergarten care have biggest changes; 5.New at job, newly qualified kindergarten teacher are focus on the theirs task, then they pay more attention to children's needs and interests.Based on the result, I venture to put forth the following suggestions:1. Newly qualified kindergarten teacher must have correct attitude towards teaching puzzledom and the conflict between theory& reality. They should persistently do daily teaching reflection and research in order to enhance their teaching experience and successfully achieve the transition from student to real teacher; 2. The kindergarten should supply good environment, time, space and opportunity support for newly qualified kindergarten teacher; 3. Teacher training institute should add the knowledge of kindergarten class management and kindergarten care. Besides, teacher training institute should supply more opportunity of continuity actual teaching for preschool education student. These will be beneficial to the formation of the newly qualified kindergarten teacher's practical knowledge and the professional development.