Construction And Evaluation Of Kindergarten Teacher Competency Model In Inclusive Primary Schools

The research on competence was first widely used in the field of economic management,helping various types of enterprises to conduct personnel performance assessment and play a guiding role in talent recruitment.Then entered the field of vision of the field of psychology and pedagogy.In recent years,some scholars have introduced competency research into the field of preschool education,but there is still a lack of research on the competence of inclusive primary school kindergarten teachers.However,the establishment of inclusive primary school kindergarten is the current solution to the insufficiency of inclusive kindergarten resources.It is an important way to expand inclusive resources while ensuring quality is also very important,and the competence of inclusive primary school kindergarten teachers is an important factor affecting the quality of inclusive primary school kindergarten education.Therefore,this study uses model construction and Evaluation to understand the competence of kindergarten teachers in inclusive primary schools,and put forward strategies to improve the competence of kindergarten teachers in inclusive primary schools.On the basis of searching the literature,this study extracted competency characteristics through behavioral event interviews,and issued the "Inclusive Primary School Kindergarten Teacher Competency Characteristics Questionnaire" and "Inclusive Primary School Kindergarten Teacher Competency Characteristics Importance Questionnaire" to establish A model of competence for kindergarten teachers in inclusive primary schools.This model is mainly composed of 4 feature groups and 17 competent features.The professional knowledge includes: early childhood education knowledge;early childhood development knowledge;early childhood care knowledge.Professional abilities include: activity design and guidance ability;class management ability;home communication ability;problem handling and adaptability;teacher-child interaction ability;observation ability;motivation and evaluation of children’s ability.Professional attitudes include: professional ethics;professional cognition;love and respect for young children.Personal traits include: responsibility,love,patience;interpersonal relationships;self-reflection;lifelong learning.According to the self-made evaluation questionnaire of the model,we conducted a questionnaire survey on kindergarten teachers in inclusive primary schools in Chongqing ’s main urban area.Through data analysis,we obtained the competence status of teachers and teachers in inclusive primary school in Chongqing ’s main urban areas.The results are analyzed and discussed.This research compiles a self-assessment questionnaire for inclusive primary school kindergarten teachers based on an independently constructed model.Through analysis of the results of the assessment questionnaire,this study draws the following conclusions:First,kindergarten teachers in inclusive primary schools have a good level of competence,with a total competence score of 4.1965.But in terms of professional knowledge,it is relatively weak,lower than the other three dimensions.Second,there are items with low scores under each first-level indicator,such as conservation knowledge and observation.Third,this study believes that there is no significant difference in the age variable of competence of kindergarten teachers in inclusive primary schools;there is a significant difference in gender of competence levels of kindergarten teachers in inclusive primary school;teachers in kindergarten teachers in inclusive primary schools There is no significant correlation between the level of competence and academic qualifications;there is a significant difference between the level of competence of inclusive primary school kindergarten teachers and whether it is a pre-school professional background in all levels of indicators,specifically as a pre-school Professional background scores are significantly higher.The level of competence of kindergarten teachers in inclusive primary schools has significant differences in teaching age,there is a significant difference in professional knowledge scores in teaching age,and there is a significant difference in professional competence scores in teaching age;There is a significant positive correlation between salary;there is no significant correlation between the competence level of teachers in inclusive primary school kindergartens and job titles;there is a significant positive correlation between the competence level of teachers in inclusive primary school kindergartens and the actual park level Related.This study believes that teaching age,professional background,gender,salary,garden level,and on-the-job training are the factors that affect the competence of kindergarten teachers in inclusive primary school.Three factors are proposed to improve the competence of kindergarten teachers in inclusive primary school.Suggestions: Pay attention to the training of weak projects for early childhood teachers,and promote professional development of teachers;increase the combination of training methods for preschool teachers in independent parks and integrate various training methods;strengthen the construction of kindergarten material environment and system to effectively protect teachers’ interests.