| Teachers'professional development level is the key to quality of education. Since 1970s, the international academic focus has shifted to teachers'professional development. With the enchanced development of the according theories, the professional development of preschool teachers has become a heated discussion in the field of prechool education research. Throughout recent years, such topic has been studied extendsively, but mostly focused on the professional development of teachers from the city. The study on teachers from the rural area is relatively less discussed.This paper takes the Guangzhou's rural preschool teachers as the object of study, looking into the rural preschool teachers'professional development level and inflectional factors by questionnaire, analyzing the differences of rural teachers; professional development level of school ages and the inflectional size and inflectional path of the inflectional factors counter rural preschool professional development, then presents how the inflectional factors affect rural preschool teachers'professional development. The data analysis of questionnaire gets four conclusions at last: firstly, the rural teachers'professional development level exists the differences, and the differences between 7 school ages and 1-3 and 4-6 school ages preschool teachers appears to remain, while 1-3 school ages and 4-6 preschool teachers have no significant differences, and the 7 school ages preschool teachers'professional development level is the highest, moreover, the teachers'professional development level in different types of kindergarten is also variant, and the main differences embody in the teachers'professional development between center-town and private kindergarten, by contrast, the effect of center-town preschool teachers'professional development is higher, secondly, the social status and kindergarten environment are of great influence in the rural preschool teachers'professional development, thirdly, kindergarten environment is of great highest influence in rural teachers'professional development, fourthly, social status influence the rural teachers'professional development through the function of medium of kindergarten environment. The conclusions of the case study are: the effects social status has on the professinal development of a teacher would be the low standard threshold and fewer social welfare benefits; the effects the preschool enviroment has on the professional development of a teacher would be the lack of belonging to the workplace, the weak empowerment as a teacher and the non-democratic leadership of the headmaster.In view of the above, this research suggests: firstly, the responsibility of rural preschool educational development should be oriented by government, and the government should send up the financial investment, improve the survival environment of rural preschool teachers, enhance the welfare treatment, increase the formation, perfect the access system, build the perfect in-service training system and formulate the related policy in order to guaprantee the rights and interests of teachers. Secondly, the government should explore the local pattern which is suited for the district, strengthening the establishment and development of different types of kindergarten, giving full play to the function of different types of kindergarten, thirdly, pay attention to the survival condition of preschool teachers. |
