Field Research On The Professional Life Of Rural Kindergarten Teachers

Promoting the professional development of rural preschool teachers is not only the key to improve the quality of rural preschool education,but also the fundamental guarantee to promote the all-round development of rural preschool teachers.The teachers' professional development and individual life have the mutual influence,the interaction relation.Today,the study of teacher professional development emphasizes returning to the world of life.Therefore,the field research on the rural preschool teachers professional life not only provides support for the rural preschool teachers professional development,but also provides a new educational research perspective for the teachers professional development research.Using the method of field research,this study entered the real life of ZX kindergarten teachers in C town of F county in western Guangdong province,and conducted participation observation for nearly three months,and conducted many random interviews and in-depth interviews with five preschool teachers.First of all,from the three dimensions of time management,space management and interpersonal management to truly restore the professional life of rural preschool teachers;Then,the factors influencing the professional life of preschool teachers in rural areas of F county in western Guangdong province were investigated by questionnaire,and the factors influencing the professional life of rural preschool teachers were obtained by correlation analysis and multiple linear regression analysis with SPSS 21.0 statistical software.Finally,combined with the on-the-spot text obtained from participatory observation and interview,this paper deeply analyzes the influencing factors of rural preschool teachers professional life,and then puts forward some suggestions to improve the professional quality of life of rural preschool teachers.The research finds that the current practical dilemma of preschool teachers professional life in rural areas is mainly related to the social level: the work value and social status of rural preschool teachers are difficult to be recognized;At the kindergarten level: the environmental conditions of rural kindergartens can not meet the needs of teachers professional development,the promotion mechanism of rural kindergartens is not perfect,the guarantee for teachers professional promotion is not in place,and the opportunities for professional training of rural kindergarten teachers are few and the quality is not high.At the family level,the rural preschool teachers have great family ties,heavy family responsibilities,personal level: therural preschool teachers professional identity is not strong,and the professional development planning is not clear;Leisure life level: rural preschool teachers leisure life form is single,utilization efficiency is not high.The factors that lead to the dilemma of rural preschool teachers professional life include: in terms of social factors,including inadequate implementation of relevant policies and low professional prestige of preschool teachers;In the aspect of kindergarten factors,it mainly involves the lack of material conditions and the lack of professional culture atmosphere in kindergarten,and the serious primary education,in the aspect of family factors,there is a conflict between the work role of preschool teachers and the family role.In terms of personal factors,rural preschool teachers lack the corresponding pre-service professional learning,the professional foundation is weak and the consciousness of autonomous learning is not strong,and the motivation of professional development is insufficient.In the aspect of leisure life,the rural preschool teachers leisure time is mainly to take care of the family,the quality of leisure life is not high and the consciousness of leisure is not strong,and the understanding of "leisure out of wisdom" is insufficient,etc.Based on the practical dilemma of rural preschool teachers professional life and its influencing factors,this paper puts forward some suggestions from both external and internal forces.The external forces include the increase of policy support and preference to rural preschool teachers at the social level to ensure the security of the life of rural preschool teachers;Provide perfect kindergarten material environment at kindergarten level,guarantee the smooth development of rural preschool teachers professional activities and create harmonious and democratic kindergarten spiritual environment,lighten the pressure of rural preschool teachers professional development;The family level guarantees the rural preschool teachers' life demand,reduces the countryside kindergarten teachers' worry;provides the multi-channel multi-form learning mode at the individual level,encourages the rural kindergarten teacher to continuously improve their professional accomplishment through the independent learning.The internal strength requires rural preschool teachers to establish the consciousness of independent professional development,the belief of lifelong learning and the ability of self-management.