An Investigation On The Behavioral Beliefs Of Pre - Service And In - Service Kindergarten Teachers On Children

Teachers’ belief determines their teaching behaviors directly or indirectly, and then will affect children’s development. At the same time teachers’ beliefs are also the inner motive power of preschool teachers’ professional development.Children’s behaviors are the most direct expression of the children’s minds, and also one of the important ways they explore and cognitive the outside world. However, due to their the insufficient knowledge to the world, tend to show some unexpected behaviors. In the long run, it will affects their future growth and development without adult’s corrected view and timely correction. As child’s one of the most important people,kindergarten teachers’ beliefs,attitudes and evaluations to the children’s problem behaviors, have crucial influences on children’s development. Therefore, this research mainly focus on pre-service and in-service preschool teachers’ beliefs to children’s problem behaviors.To survey the kindergarten teachers’ beliefs of these children with shy and physical aggression behaviors, 513 pre-service preschool teachers and 614 in-service preschool teachers completed the children’s behavior description questionnaire. At the same time the author also depthly interviewed with 14 pre-service and in-service early childhood teachers, and serveyed teachers’ cognition, attribution and coping strategies about children’s problem behaviors that are no or no further mentioned in the questionnaire survey. According to data processing and the analysis of results, we drew the following conlusions :(1) in general, pre-service teachers’ belief is more dependented on their theory knowledge, more ideal, evaluations of the children’s problem behaviors are more negative; in-service teachers are more dependent on the practical experience, evaluations are also more rational to children.(2) Relative to junior and senior students, the freshmen and sophomores just enter the campus have more pessimistic attitudes toward children’s problem behaviors, are more rejection and sensitive, have more negative evaluations to these children.(3) teachers with different teaching age don’t have very big difference toward child’s behavior, the effects of a teaching experience are not very obvious.(4) teachers with longer teaching experiences(more than 10 years) is more likely to ignore children’s shy behavior, and have more positive evaluation with this kind of behavior.(5) all in-service teacherscan’t tolerant childre’s physical aggression,with special focus on the rules of the class management consciousness.(6) for children’s problem behaviors attribution and adopting coping strategies,in-service teachers are more inclined to from aspects of child family, pre-service teachers tend to ignore that.(7) for children with different gender, pre-service teachers often have gender stereotypes, but in-service teachers are mainly based on the characteristics of the children rather than gender.Based on the above conclusions,we put frward education suggestions :(1)establish new courses about children’s behavior management during the phase of pre-service education(2) increase the pre-service teachers’ practice time and change the internship form(3) in-service teachers should increase the focus of shy children and tolerance to physical aggression(4) provide on-the-job training about child development for the teachers with longer teaching experience(5) reduce the pressure of kindergarten teachers(6) establish the partnership between university and kindergarten.