Investigation And Research On The Professional Development Of New Kindergarten Teachers In Tongliao City

The report of the 20 th National Congress of the Communist Party of China stressed that we should give priority to the development of education,fully implement the party’s education policy,and adhere to educating people for the party and the country,and education to serve the socialist modernization drive."Teachers are the key to the development of education,and the professional development of teachers determines the scale,speed and quality of China’s educational development to a certain extent." this sentence profoundly expounds the important position of the professional development of teachers in education.In the new era,China’s kindergarten education has made great progress,and the social status and working environment of kindergarten teachers have been improved.However,in the process of in-depth investigation and Research on the professional development of kindergarten teachers,many experts and scholars have found that the professional development level of kindergarten teachers is a relatively weak link in all education chains,and kindergarten entry education is ignored,post employment training is not perfect,professional quality is low,and practical ability is weak,which urgently need to be strengthened and improved.Therefore,this paper starts from strengthening based on the professional level of new kindergarten teachers,we will effectively strengthen the training of a number of high-quality,professional and innovative preschool teachers.Based on the existing literature research,combined with my own professional theoretical knowledge,based on the professional development standard for kindergarten teachers(Trial),taking the new teachers of 11 kindergartens in the main urban area of Tongliao City as case studies,taking the ecosystem theory and the theory of teacher professional development stages as theoretical analysis tools,based on empirical research,and comprehensively using the research methods of literature research,investigation and statistical analysis,this paper systematically studies the professional development of new kindergarten teachers in the main urban area of Tongliao City from the three dimensions of professional concept,professional knowledge and professional ability.It is found that the government does not pay enough attention to the professional development of new teachers and lacks the necessary institutional guarantee;The new teachers’ in-service training is not enough and systematic;Lack of humanistic care for new teachers and lack of sense of belonging;The new teachers’ understanding of their major is not thorough enough,and they lack the awareness of active learning.Based on the above research,the author puts forward corresponding countermeasures and suggestions to solve the practical difficulties in the professional development of new kindergarten teachers in the main urban area of Tongliao City,combined with the needs of the high-quality development of preschool education in Tongliao City.The details are as follows: enact relevant laws and regulations to protect the legitimate rights and interests of new teachers;Improve the training mode and assessment system to stimulate the enthusiasm of new teachers: strengthen the humanistic care for new teachers and enhance their sense of belonging;Strengthen the co construction and sharing of educational resources and create a good learning environment;Enhance the awareness of self professional development and improve the level of professional development.The research enriches and improves the relevant theories of the professional development of new kindergarten teachers in the main urban area of Tongliao City,and provides theoretical and empirical reference for the path selection of the professional development of new kindergarten teachers in the main urban area of Tongliao City.