The Current Situation Of The Development Of The Non Professional Preschool Education Preschool Teachers

Kindergarten teachers are the key figures of preschool education, and their professional development plays an important part in preschool education. Therefore,the research on kindergarten teachers’ professional development is a task which brooks no delay. With the flourish of preschool education, non-professional preschool teachers, who take a special propotion of kindergarten teachers, solve the problem of shortage of teachers, and their professional development has a great effect on preschool education.This paper will study on non-professional preschool teachers of Wuxi B District and review theoretical knowledge of kindergarten teachers’ professional development.The author suggests that kindergarten teachers’ professional development is a process in which kindergarten teachers carry out continual self-renewal and self-enhancement,enrich self-major so as to promote self-professionalism throughout their career. On the basis of the concept definition, the paper will analyze the data statistics of the professionalism and approaches of non-professional preschool teachers’ professional development; and find out the present situation and then this paper will put forward suggestions which promote the professional development of non-professional preschool teachers.Through the review and analysis of literature, the author is engaged in theoretical research from two aspects: relevant research of kindergarten teachers’ professional development and non-professional preschool teachers. Besides, the author sets out and analyzes the present research. The author designs two questionnaires to investigate the professionalism and approaches of non-professional preschool teachers’ professional development according to the existing questionnaire. The survey shows that thefollowing problems appear concerning the professionalism of non-professional preschool teachers. First, non-professional preschool teachers are younger than others.Second, non-professional preschool teachers’ professional titles are lower. Third,non-professional preschool teachers have higher professional attitude and lower professional ideal. Fourth, non-professional preschool teachers have a disordered knowledge structure. Fifth, the teaching ability of non-professional preschool teachers needs improving. Sixth, non-professional preschool teachers have a strong awareness of their professional development. Seventh, the professional development of non-professional preschool teachers should be paid more attention. Meanwhile, the survey also shows that the training system is still not perfect from the government level and the training effect is still not perfect too from the kindergarten level.The author puts forward six suggestions about the professional development of non-professional preschool teachers. First, raise appointment standards of the professional development of non-professional preschool teachers. Second, accelerate legislating to protect by law the legitimate rights. Third, found for the professional development of non-professional preschool teachers. Fourth, set a proper goal of struggle. Fifth, establish the new training pattern of non-professional preschool teachers. Sixth, Set up a special club for non-professional preschool teachers.