A Case Study Of A Kindergarten Director Leading The Professional Development Of Teachers By Subject Research

With the increasingly clear division of labor in society,specialization has become the common pursuit of all industries in society.The promulgation of "Professional Standards for Teachers" and "Professional Standards for Principals" further proves that paying attention to the professional growth of teachers has become one of the trends in the reform and development of preschool education in China.As a professional who fulfills the responsibility of kindergarten leadership and management,the director of the garden is an important factor influencing the professional development of teachers,and it is an important duty to lead the professional development of teachers.Subject research plays an irreplaceable role in teachers’ professional growth,and the director’s leadership in subject research is very important to mobilize teachers’ autonomy in professional development,so this study focuses on the director’s ability to exert his leadership and lead the process of teachers’ professional development through subject research.This paper adopts a case study method,through interviews,observations,and physical analysis to explore the professional development of a public kindergarten director leading teachers.Summarizing her experience and teacher professional growth,analyzing the factors that influence the development of teachers by the director,put forward suggestions on how the director should lead the development of teachers.This paper consists of four parts:The first part is the question.The research background is that the director should assume the responsibility of leading the professional development of teachers;subject research is an important way to promote the development of teachers;the principal of the subject research to lead the professional development of teachers is insufficient.The kindergarten principals,teachers’ professional development,and teachers becoming researchers conducted a literature review and defined relevant concepts.The research significance of this study includes theoretical and practical significance.The second part is research design.Select a qualitative research orientation,and use a case study method to explore how the director will lead the professional development of teachers through subject research.Take the director and teachers of a public kindergarten as the object,collect data through interview method,observation method,and text analysis method.This study pays attention to conform to the ethical norms of the study.The third part is the presentation of individual cases.Taking the progress time of kindergarten subject work as a clue,taking the cognitive changes of the director and the teacher,the process of action,and the professional development of the teacher as the internal logic,the process of the director’s research leading the professional development of the teacher is presented in a narrative manner.It is divided into three stages: "The subject research is a task","Let the subject research plug the wings of the teacher’s growth","Overcome difficulties and move forward bravely,solve problems for better development."The fourth part is the discussion and research conclusion.The director leads teachers in the research of the subject to establish the research concept,create a good organizational atmosphere,integrate a variety of resources,teachers in professional knowledge,professional ability,professional concept of development.The fourth part is the research conclusion and reflection.The research conclusion discusses the influencing factors of the case principal to lead the professional development of teachers,including the director’s concept consciousness and ability,the teacher’s scientific research concept and ability,the guidance and management of the research on kindergarten subjects by the relevant departments.From the two aspects of the principal’s guidance and external support,it is proposed that the principal uses subject research to lead the professional development of teachers.Reflected on the researcher’s own gains and the research process.