A Qualitative Study Of Teacher Professional Growth From The Perspective Of Life Course

Preschool education is the beginning of the whole education.With the rapid development of society,people have gradually realized the importance of preschool education.Mr.Liang Qichao,a famous educationist in China,once said,"A hundred years of life should be learned at an early age." In recent years,the CPC Central Committee and the State Council have gradually attached importance to the development of preschool education,issued guiding documents successively,and regarded strengthening the development of preschool education as an important livelihood issue.And preschool teachers’ professional development as do a good job in the focus of people’s satisfaction of early childhood education,kindergarten teachers are the backbone of the development of pre-school education,to cultivate children’s comprehensive development plays a decisive role,is the key to high quality early childhood education is the most direct factors,therefore,pay special attention to the professional development of kindergarten teachers,both of the preschool teachers,and her love of children,is her love of the nation in the future.This study adopts the method of qualitative research,the author selected a typical preschool teachers F as the research object,the quantitative data collection,using interview method,observation method from the perspective of theory of life course F teacher experience for deep draw different growth stage,presents a preschool teachers’ life,reflect their real professional life.On this basis,the author analyzes and reflects on the typical events in teacher F’s life course,so as to explore the characteristics and rules of professional development of kindergarten teachers.The thesis mainly includes five parts.The first part is the introduction,which mainly presents the reasons for the topic selection,research significance,literature review,concept definition,research methods and process of this research.The second part analyzes the growth course of teacher F.Teacher F’s professional development includes six stages: pre-employment(childhood,school)and post-employment(full-time teacher,deputy principal,principal,and teaching and research staff).From the perspective of life course theory,at every stage of teacher F’s professional development,there are some key events that have an important impact on his professional development and personal life.The third part analyzes the characteristics of teacher F’s professional development.Through the analysis of the interview data,it is found that teacher F’s career development has three characteristics: limited individual choice within the framework of organizational needs;Maximum individual effort under limited conditions;Gradually return to professional self in the process of growth and accumulation.The fourth part analyzes the influential factors of teacher F’s professional development.Teacher F’s professional development process conforms to the principles of "life in a certain space and time","interrelated life","the timeliness of life","personal initiative" and so on when the theory of life course explains the course of individual development.The fifth part is the conclusion and reflection.The author mainly reflects on this research from the aspects of research methods,research validity,research ethics and morality.