Research On The Professional Development Path Of New Teachers In Kindergartens

Based on grounded theory approach, this research conducted observation and semi-structural interview among 23 teachers from one kindergarten to objectively understand the true form and main influence factors of new pre-school teachers'professional development path. In this way, it could help new pre-school teachers to fully understand the law of development and actively participate in their own professional development. Moreover, it could offer some relevant suggestions and advice to pre-service education institution and post-career training department to help new pre-school teachers' better professional development.Firstly, the author clarifies the uniqueness of new pre-school teachers, based on which the author determines the new research orientation of teachers' professional development, namely, problem-solving orientation.And secondly, based on grounded theory coding, the Node Mode of new pre-school teachers' development path is established, which contains four nodes in succession. The four nodes are adaption, grasp, self-inspect and competence respectively, while every item contains several professional problems to be solved.Then, combining the node analysis with influence factors analysis, the author refines the factor cluster of every node separately. The result shows that the main factors influencing adaption contain education background, the kindergarten's interpersonal and psychological atmosphere, mentor's instruction style and personal character; the main factors influencing grasp contain individual achievement motivation, mentor's professional leading and the kindergarten's teacher culture; the main factors influencing self-inspect contain shift experience, spirit of reflection, the kindergarten's teacher culture and critical incident; the main factors influencing competence contain class leader's platform and personal perception.Finally, based on the integration of node trait and influence factors analysis, the author puts forward suggestions to help new pre-school teachers step over different nodes. Generally speaking, the union of pre-service education and post-career training,the kindergarten's positive atmosphere, the appropriate couple between the mentor and the apprentice and enhancing advantages and avoiding disadvantages of one's character are suggestions to help new pre-school teachers to step over adaption node;higher achievement motivation, the professionalization of mentor's instruction,the reflection on group effect and systematic kindergarten-based research are suggestions to help new pre-school teachers to step over grasp node; regular self-reflection and conventional positioning and planning are suggestions to help new pre-school teachers to step over self-inspect node; appropriate transition from assisting teacher to leading teacher and the precipitation of leading teacher's mindset are suggestions to help new pre-school teachers to step over competence node.