A Study On Kindergarten Organizational Reforms For Teacher’s Professional Development

The professionalism of teachers is arousing more and more concern. Factorsaffecting the quality of the teaching profession, as well as how to promote professionaldevelopment of teachers, has been widespread concern which led to a lot of research..Holmes Group in its report "Tomorrow’s Teachers"(1986) pointed out, To makeschools become more conducive to teachers ’work and learning spaces. But up to nowthere is little study about how to make the kindergarten "become more conducive toteachers’ work and learning space" in China. As a kindergarten teacher’s workplace,whether the kindergarten existing organizational structure conducive to the kindergartenteachers’ professional development? What factors affect the teachers’ professionaldevelopment in kindergarten organizational level? How to change and reconstruct thekindergarten organization to promote the kindergarten teachers’ professionaldevelopment? This article started from the above three aspects, in the perspective of theorganization structure of the kindergarten.From the modern kindergarten teachers’ emergence, and the history of their WorkTitle changing, this article analyzes the role of kindergarten teacher implicationpositioning. By field visits and questionnaires analysis, this study found that kindergartenteachers’ professional development in the pursuit of professional autonomy, the pursuit ofthe dominant position of management, in the traditional kindergarten organization facesdilemma:1.Bureaucratic organizational structure, which leads to the teachers dominantposition of management weaken，resulted in teachers’ professional autonomy missing;2.Top-down training system led to the training objectives and training effectiveness polesapart. Based on the aforementioned studies, we propose a change of the kindergartenteachers’ professional development organization: Build a "dual interface" organizationsystem, namely the establishment of the administration interface and learning interface inone organization. Specific modifications can begin to adjust the management interfacefunctionality, and empowering teachers, strengthen the construction of a learninginterface, thereby creating a good "dual interface" Kindergarten Kindergarten teacher professional development organization. be from the beginning of the adjustadministration interface function, and then empower teachers, strengthen the learninginterface, so as to create a "double interface" kindergarten organization which isconducive to the development of kindergarten teachers’ professional.