Research On The Innovation Courage Of Kindergarten Teachers

With the arrival of the new era,innovative talents have become the needs of The Times,and it has become an important mission of education reform to better cultivate innovative talents for the society.Teachers are the leading force of educational reform.To carry out educational reform,it is necessary to push teachers to change.Under this background,innovation has become the core professional competence of kindergarten teachers.Innovation has many values.In addition to better promoting the growth of education objects,innovation can also effectively help kindergarten teachers overcome job burnout and continuously help kindergarten teachers achieve professional growth.However,in reality,the innovation of kindergarten teachers is subject to many restrictions.There are not a few existing researches on teacher innovation,but in general,they are scattered,the methods are relatively simple,and the main body also pays more attention to teachers in primary and secondary schools and universities.Based on this,this study focuses on the innovative courage of kindergarten teachers,and tries to explore the status of their innovative courage by understanding the real thoughts of kindergarten teachers and their real working experience.This study focuses on interviewing 18 kindergarten teachers at different stages of professional development in Y Kindergarten in Chongqing.In this study,teachers’ understanding of the connotation of innovation,teachers’ ideas of innovation,teachers’ experience of innovation,teachers’ views on the factors affecting education innovation are used to understand the real situation of teacher education innovation.After the interview,with the consent of kindergarten leaders,carefully read the materials related to "teacher development" and "curriculum implementation" in the comprehensive supervision and evaluation materials for the 2021-2022 school year of Y Kindergarten,and marked and further analyzed the contents related to the experience and reflection of kindergarten teachers in innovation.This study consists of five parts: the first part is the introduction,which firstly expounds the research background,then discusses the theoretical and practical significance of this study,and reviews and reviews the literature from three aspects: teacher innovation research,teacher teaching courage research,and the essence of teacher labor research.Finally,the core concept of this study "innovation" and "innovation courage" are defined.The second part is the research design of this research.Firstly,the research purpose of this research is proposed,and then three important research questions are put forward,which are teachers’ understanding of the connotation of innovation,the situation of kindergarten teachers’ innovation courage,and the factors affecting kindergarten teachers’ innovation courage.Then it introduces the research object,research ideas,research methods and tools,and the steps and processes of data collection and analysis.The third part is the research results of this study,which mainly presents the important issues found by the researchers in the four dimensions of "teachers’ understanding of the connotation of innovation,teachers’ ideas of innovation,teachers’ experience of innovation,and teachers’ views on the influential factors of educational innovation".The fourth part mainly discusses and analyzes the research results of this study,discusses the commonality and characteristics of kindergarten teachers’ understanding of the connotation of innovation,and tries to analyze the reasons why kindergarten teachers lack the courage to innovate.The fifth part is the conclusion of this study: 1.Kindergarten teachers mostly use words similar to innovation,such as "innovation","change" and "change" to define innovation,and a small number of teachers express their understanding of innovation based on their own real experiences.Although the expressions are inconsistent,kindergarten teachers are basically able to correctly understand innovation.2.The innovative courage of kindergarten teachers presents a multi-dimensional complex situation: kindergarten teachers often have innovative ideas but lack plans;Kindergarten teachers have tried many times to innovate but it is difficult to continue;Kindergarten teachers have the internal motivation to innovate but lack the courage to overcome difficulties.Generally speaking,kindergarten teachers lack the courage to innovate.3.There are many factors affecting the innovation of kindergarten teachers,which can be mainly divided into four categories: teacher’s drive,kindergarten environment,teacher ability and workload.Among them,the driving force of teachers is the most critical factor affecting kindergarten teacher innovation.4.The commonality of kindergarten teachers’ cognition on the connotation of innovation is as follows: kindergarten teachers all recognize the inherent characteristics of innovation,namely,innovation is an upward movement;The difference of kindergarten teachers’ understanding of the connotation of innovation lies in that most kindergarten teachers fail to recognize the inherent requirement of innovation,that is,innovation is a more radical change.5.The reasons why kindergarten teachers lack the courage to innovate may lie in: kindergarten teachers feel tired in the work;kindergarten teachers lack the ability to innovate;kindergarten teachers lack the drive to innovate.