What Is The Focus Of Kindergarten Teachers’ Work

In recent years,reducing grassroots teachers’ burden has been regarded as an important issue in China’s education reform.The exploration for the work schedules of teachers at different levels in kindergarten is conducive to study the source and cause of the workload of preschool teachers,and improve the rationality of their working time utilization,promoting the professional development of this group.Taking the teachers of a public kindergarten in Chengdu as the research object,the study mainly uses the observation and interview methods to investigate the working hours of the kindergarten teachers.On the basis of the overall working time arrangement of the kindergarten teachers,this research carried out a ten-week-long observation for the daily working time and content of teachers at different levels,namely two front-line teachers(including grade group leaders),two nursing and education directors,and one business principal And the objective work styles of three levels of kindergarten teachers have been explored.According to the analysis and coding of the research data,it is found that the work schedule of kindergarten teachers has the following characteristics: 1.The “variation” between clock time and real time:it can be divided into passive variation and active variation specifically.Passive variation is mainly reflected in the changes brought about by the kindergarten affairs,conferences and large-scale activities;active variation is mainly reflected in the kindergarten teachers who volunteer to adjust the content of the original planned work to carry out other tasks.2.The “extension and superimposition” of the legal time and self-determined time: they include vertical extension of the teacher’s daily working hours and horizontal superimposition of the same working time.Vertical extension means that the actual working hours of teachers generally exceed the legal working hours,and the overtime hours of the grade group leader are higher than that of the main class teacher;horizontal overlap means that teachers need to deal with several tasks at the same time in the same time dimension,and there is hidden workload.3.The “interaction” between individual time and communion time: it specifically involves active help and passive involvement.Active help is embodied in the teacher voluntarily spending time and actively helping other colleagues to complete the work;passive involvement is embodied in the teacher passively accepting work that does not belong to him and taking time.At the level of subjective working time experience,after analyzing the interview data,it is found that the factors that teachers are “snowed under” mainly include:reception activities,meeting arrangements,environmental creation,and copywriting.The reasons why teachers are busy with these tasks are: 1.Kindergartens need to deal with various inspections;2.Kindergartens should complete multiple tasks for their development.On the subjective level,the work content teachers think has a clear sense of meaning is: 1.Emotional interaction with young children;2.Discovery and exploration with young children.However,the contents of the work that teachers are confused about the meaning of existence are: 1.Repetitive copywriting;2.Inefficient meetings;3.Reception work that has little to do with themselves.Teachers’ ideal settings for working hours are: 1.It hopes to complete the work “normally”(that is,do not want to frequently interrupt daily work due to the completion of non-educational affairs);2.It is hoped that the affairs during working hours should focus more on their own professions,highlighting the role of preschool teachers.Based on the objective aspect and subjective experience of teachers’ working hours,the study found that the main reasons for the burden of preschool teachers’ working time in the context of local education culture include: 1.On the basis on the perspective of bureaucratic culture:(1)Administration-oriented time manipulation pushes teachers to complete various tasks in time;(2)The time tear caused by “Jiulong Water Control” drives teachers to address work from different aspects.2.On the basis of the field culture perspective:(1)Competitive education culture pushes teachers to prepare for inspections and change the arrangements of daily care and education activities;(2)Expert education culture usually makes teachers overturn the previous work,or continue to restart work.3.On the basis of the educational and cultural perspectives:(1)Teachers’ self-identification of traditional ethical role expectations makes teachers willing to contribute;(2)The quantitative culture of education management drives teachers to deal with various indicator requirements.The thesis,based on the research results,believes that attention should be paid to the state of preschool teachers’ working time : 1.Pay attention to the hidden teacher workload of children: avoid excessive involvement of teachers in their work;2.Reflect on the standard of teachers’ working times: be alert to “turn the cart before the horse”over the content of teachers’ working hours;3.Return the teachers’ time to themselves:promote the sustainable development of the teacher’s profession.