Research On The Professional Development Status Of The Teachers Of Philosophy For Children And Promotion Strategies From The Perspective Of Professional Capital

Teachers are the key factors affecting the implementation effect of Philosophy for Children(P4C).The improvement of the implementation effect of P4 C depends on the improvement of the professional level of the teachers of P4 C.This research based on the professional capital theory form Andy Hargreaves and Michael Fullan,according to the structure compiled the questionnaire,interview,observation plan outline,through to our country the teachers of P4 C professional capital levels to investigate to understand P4 C,the present situation of teacher’s professional development in our country,the inductive problem of the teachers of P4 C professional development in our country,analysis the cause of the problem.It puts forward some strategies to improve the professional capital level of the teachers of P4 C in China.Specifically,this paper is divided into five chapters:The first chapter discusses the reasons of this research from three aspects: the problems existing in P4 C in China,the key role of teachers in the implementation of P4 C,and the necessity of studying the teachers of P4 C from the perspective of professional capital.The second,teachers of P4 C research both home and abroad and analyses the research status quo of capital has been clear about the purpose and significance of this study,finally expounds the research ideas and research methods of this study.The second chapter,based on the theory of professional capital of Hargreaves and Fullan,initially constructs the professional capital structure of teachers of P4 C in China from three aspects of human capital,social capital and psychological capital,which lays a theoretical foundation for the investigation of the status quo.Specifically,the human capital structure of teachers of P4 C in China mainly includes knowledge structure,skill structure and character structure.The social capital structure of teachers of P4 C in China is composed of internal social capital and external social capital.The psychological capital structure of teachers of P4 C in China is mainly divided into four dimensions: self-efficacy,optimism,resilience and hope.The third chapter investigates the status quo of the professional capital of teachers of P4 C in China through questionnaire survey,interview and observation.It is found that the professional capital of teachers of P4 C in China is at the middle level,among which the psychological capital is the highest,the social capital is the second and the human capital is the lowest.In terms of human capital,the professional knowledge and skills of the teachers of P4 C need to be improved.It is mainly reflected in the weak knowledge of philosophy subject content,P4 C teaching method,P4 C curriculum knowledge and P4 C education situation knowledge.The skills of designing children’s philosophy curriculum,integrating P4 C with other subject curriculum(or children’s daily life),implementing P4 C and evaluating P4 C need to be improved.In terms of social capital,children philosophy teacher’s internal social capital and external social capital levels and larger ascension space,main performance in the school has not been formed between teachers learning community in P4 C,fewer children philosophy research activities,children’s philosophy teachers with school(or kindergarten)and expert communication needs to be enhanced.In terms of psychological capital,the selfefficacy of the teachers of P4 C in education and teaching needs to be improved,and there are some resistance emotions and resistance psychology.The fourth chapter analyzes the problems existing in the professional capital of the teachers of P4 C in China and the reasons for their formation.The external factors include that universities generally do not carry out related activities of P4C;The training system of the teachers of P4 C needs to be improved;School(or kindergarten)this teaching research system construction is relatively insufficient;There is a lack of learning resources related to children’s philosophy;The inter-school alliance of children’s philosophy needs to be consolidated and expanded.The internal factors include teachers’ inadequate understanding of P4 C,unclear positioning of their own roles,and the need to improve the autonomy of accumulating professional capital.The fifth chapter discusses the strategies to improve the professional capital level of the teachers of P4 C in China.The government should attach importance to philosophy education,improve the training system of teachers of P4 C,and construct the national alliance of children’s philosophy research and practice.Schools(kindergartens)should cooperate with experts from universities and P4 C research institutions to carry out the "Philosophers in School(kindergarten)Project",establish the teachers’ philosophical exploration community in the school(or kindergarten),and regularly carry out teachers’ psychological capital optimization workshops.Teachers should strengthen teaching reflection,write personal statements of teaching philosophy,actively participate in the philosophical exploration activities among teachers,improve the interpersonal relationship network with P4 C as the link,and learn to master the related technology of philosophical consultation.