Novice Early Childhood Teachers' Self-awareness Of Professional Development Research Case Studies

In recent years, preschool is increasingly concerned about, especially since the Ministry of Education has issued the National Long-term Educational Reform Development Planning in2010. And the quality of teachers is the lifeline and pillar of preschool education quality. With the rapid development of preschool education and people's growing demand for high-quality preschool education, higher requirements for professionalism of teachers have also been put forward in the new century. According to the current general requirements and deployments of the State Council, many cities regard developing Preschool as the breakthroughs and important tasks in implementing the "Long-term Education Plan" and promoting the scientific developments in the new era of education career. Strengthening the construction of preschool teachers and improving the overall quality teachers is the fundamental guarantees to ensure the rapid and healthy development of preschool education, at the same time, it is the key initiatives to meet the increasing demand for high-quality preschool education of people. So focusing on professional development of preschool teachers and taking various measures to promote the professional development is the key to improve the quality and ensure the sustainable development of preschool education. However, compared to elder teachers, the novice preschool teachers will face more problems after working, for which we need to pay attention to the novice teachers and their professional developments.In this paper, the researched novice preschool teacher has been worked for less than three years. In issue researches, through the interactions between researchers and the researched and using qualitative research methods, we obtained many raw data including teaching cases, teachers' lesson plans, teacher' reflective diaries, and interviews. By selecting and sorting, the researcher sorted11teaching cases which are much related to the research, interviews and teacher' reflective diaries as the final data which are much more related to the research. The researcher analyzes the raw data according to Ye Lan "Orientation of self-renewal" theory and research outcomes of Zhang Yan and Gu Rongfang. This paper analyzes the professional development awareness features in different periods of Teacher L from horizontal and vertical dimensions. In horizontal, we statically described L's professional development self-awareness performances and features at a certain stage since a basic period. In vertical, we string together and compare the performance and characteristics at different times to show the dynamic evolution of teacher L'professional development self-awareness with times. The research results illustrate that when teacher L is in the "concerning survival " phase before participating in the issues research (half year of working), she can be clearly aware of difficulties and challenges. Influenced by the subjective and objective factors, L gets a more positive self-awareness and evaluation. After participating in the issues research, L gradually transformed into the primary "concerning task" stage, so the focus changed from at first "how I survive" to "how I get a better survival", and she gets a clear awareness of problems. Since then, she can take the initiatives to seek professional development, but power comes mainly from external. At last, based on the further research into L, this paper made some suggestions about strengthening and seeking professional development self-awareness of preschool teachers from the point of teachers themselves.