Research On The Professional Development Nodes Of Key Teachers In Kindergartens

The research on the professiornal development nodes of kindergarten backbone teachers is a further discussion of the teachers' professional development stage theory,which is instructive for the planning and positioning of teachers' professional development.To explore the nodes and characteristics of the professional development of kindergarten backbone teachers,this study has adopted qualitative research method,analyzing the professional development nodes of the kindergarten backbone teachers and the experience of kindergarten teachers when facing with these nodes.The results show that the professional development of kindergarten backbone teachers is a unity of continuity and discontinuity.Kindergarten backbone teachers have corresponding experience when facing with different types of development nodes.Finally,based on the development nodes,the strategies for promoting professional development of kindergarten backbone teachers are put forward.First of all,according to grounded theory and coding,this research has extracted the professional development nodes of kindergarten backbone teachers.It can be found that there exists common nodes in the professional development of kindergarten backbone teachers,which cover Novice and apprentice,Accommodator and responsibility taker,Apprentice as well as master,Elite and leader.Meanwhile,there exist characteristics of discontinuity in the professional development of kindergarten backbone teachers,which cover the discontinuous education forms of crisis,encounter,waking up and warning.It can be conclude that the professional development of kindergarten backbone teachers is a unity of continuity and discontinuity.And secondly,according to phenomenological way,this research has a thick description of the experience of kindergarten backbone teachers when facing with development nodes.It can be found that the experience of kindergarten backbone teachers when facing with continuous nodes is closely related with teachers' role transition.The quasi backbone teachers and the true backbone teachers have shown the corresponding characteristics.The experience of kindergarten backbone teachers when facing with discontinuous nodes is usually beyond teachers' expectation but still within the bounds of reason.Kindergarten backbone teachers can make full use of the discontinuous education forms of crisis,encounter,waking up and warning.What's more,the research has proceeded synthesize analysis of these two types of experience.And thirdly,this research has generalized the practical experience of kindergarten backbone teachers,and put forward strategies to promote backbone teachers' development from the perspective of facing continuous nodes and discontinuous nodes.Finally,this research has an overall reflection on the method,significance,ethics and deficiencies as well as further prospects the follow-up study.