Action Research On Promoting The Development Of Kindergarten Teachers’ Learning Community ——A Case Study Of Z Kindergarten Regional Alliance In Jiangsu Province

Since the twenty-first century,China’s basic education system has been continuously improved,and the quality and requirements of social groups for preschool education have increased,and the professional development of kindergarten teachers has become an important topic of concern for educational researchers.As an innovative application,kindergarten teachers’ learning communities are being widely practiced in the field of preschool education.Theoretically,a mature kindergarten teacher learning community can bring together the collective wisdom of teachers,solve real problems in educational practice,and drive the overall development of the teacher community.Therefore,it is practically important and urgent to conduct action research and explore kindergarten teachers’ learning communities in depth.The main question of this study is: How effective are the inter-kindergarten teacher learning communities constructed in the administrative context? What can be done to facilitate their development? What are the strategies and methods that can be applied?This paper adopts an action research method to investigate and analyze the current practice of case teacher learning communities on the basis of combing existing research results,and finds that there are problems such as unclear common vision,imperfect organizational structure,poor dialogue and collaboration,lack of supportive conditions,and ineffective community operation in the current communities.Subsequently,two rounds of action research were conducted in the case study learning communities to promote community development through reflection and practice,and to refine relevant strategies and recommendations.The study found that the maturation and standardization of teacher learning communities as one of the vehicles that can effectively promote the professional development of early childhood teachers does not necessarily conflict with the "administrative" path of institutionalization,but that clarifying the vision,cultivating the culture,and improving the practice are the key features of teacher learning communities towards maturity.Institutional reform is an important guarantee for the sustainability of teacher learning communities.Accordingly,the author summarizes five strategic suggestions to promote the development of inter-institutional teacher learning communities: cultivating a common vision to awaken professional self-awareness with goals;facing actual problems to lead teacher development with professionalism;empowering teachers to stimulate group dynamics with autonomy;improving organizational systems to promote overall development with collaboration;and using information technology to broaden the space for growth with innovation.