Research On The Effect Of Preschool Teachers' Training:Based On Analysis Of Kirkpatrick Model's Behavior Level

Since the implementation of the national teacher training program for primary and secondary school teachers in 2010,it is an important measure to improve the overall quality of teachers and a major project to promote the prolong cause of education.As a demonstration project of teacher training,the national training program is targeted,large investment and timeliness.Meanwhile the evaluation of the national training program has an important role in improving the effectiveness of the project.Evaluation on the training effect has been focused on learning level and reaction level which happen during the training,lack of research on the evaluation of kindergarten teachers behavior training.However,the real purpose of training is to make teachers change their behaviors after training,so it is necessary to study the training effect focusing on the behavior level.The purpose of this study is to find out whether the national training affects the teaching behavior of kindergarten teachers after returning to work,analyze the factors which may have an influence on the training effect and put forward corresponding suggestions and countermeasures.In this study,there are 60 kindergarten teachers as investigators and 4 teachers along with kindergarten directors and colleagues as in-depth interviewers,participating the preschool teachers' national training projects including the field replacement teacher training,job-transfer training and short-term training held by one university in Chongqing from 2012 to 2015,investigating preschool teachers' training effectiveness based on the analysis of Kirkpatrick model's behavior level,by using a self-designed questionnaire and an interview outline.As is shown in the study,the effect of preschool teachers' training is satisfying.Obviously,their behavior gets better than before.The researcher has explored the factors that influence the effectiveness of training of kindergarten teachers and the results are as follows.Firstly,the kindergarten's location affects teachers' training effect in professional philosophy and ethics and professional knowledge,but not the professional skills.Secondly,kindergarten teachers' educational background has a significant impact on their training effect.Thirdly,the kindergarten teachers' training effect isn't affected by nature of kindergarten,the teacher's qualification certificate,teacher's title,teachers' age,their teaching age,training time and the training projects.Based on the above results and the influence factors,the researcher puts forward practical suggestions,mainly from three aspects that are kindergarten teacher training incentive mechanism,evaluation and supervision system and the supporting system.First of all,building the incentive mechanism.One measure is to help teachers learn self-management skills,promoting kindergarten teachers' self growth;The second measure is to carry out some realistic rules for kindergarten teachers to strengthen the internal driving force.What's more,establishing a supporting system.First,more attention should be paid to kindergarten teacher training and a good cultural park should be built.Second,it's supposed to form a learning community and create a resource base which is in line with the actual needs of the kindergarten teachers.Third,the training guidance should be extent,setting up the follow-up training platform,guiding the development of kindergarten teachers.Four,the state should give appropriate authority to the host institutions and kindergartens,so that they have more independent autonomy.Last but not least,setting up the evaluation system of supervision to guard the appliance of training.