Professional Development Vision Under Preschool Teachers Concern

This research does an exploratory study on the kindergarten teachers'concerns, in which both the qualitative and quantitative methods are used. Firstly, it finds that five classifications can be derived from the content codes of the kindergarten teachers'concern questionnaire, namely concerns of relationships with colleague and parent, administration and policy, task, children and oneself. While they fall into four categories when factor analysis is conducted, and the four categories can be named as concerns of teaching and children's need, concerns of self-survival and self-development, concerns of administration and policy and concerns of colleague relationship. Comparing the above two results, it shows us that the classifications not only reveal the ostensible characters of the kindergarten teachers'concerns, but also disclose the inner peculiarities. Most importantly, they partly reflect the partial specialities of kindergarten teachers'professional development.Secondly, according to a description of the stages of the individual kindergarten teachers'concerns and a portrayal of stages of the group, as well as an analysis of the influencing factors, this research puts forward a draft schema of stages of kindergarten teachers'concerns.Furthermore, this research finds that by going through a cyclic process of "screening—neglecting—adapting—refocusing" that the concerns of kindergarten teachers transform from one stage to another, they adopt the following five strategies--neglecting, displacing,self-adapting, cooperative adapting and stagnating.In the end, based upon this study, researcher gives both the administrator and the kindergarten teachers some suggestions on professional development. For the administrator, they should pay keen attention to the kindergarten teachers'ideas, and back teachers'professional development strongly, for the kindergarten teachers, they should awaken themselves, and build communinties of professional development.