Topic:

Analysis of the continuing education needs of kindergarten teachers ——Based on the perspective of teacher specialization????

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Background:

As an?essential?part of basic education,?preschool?education is the foundation of school education and lifelong education in China.

The professional level?of kindergarten teachers has a profound effect?on the quality of early childhood education?in the long-term, it also acts as an everlasting factor?for individual lifelong education, and it is the key to improve?the quality of basic education, the national predispositions?and human resources?in China.

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What:

This study mainly adopts the literature research?and questionnaire survey method, taking the second national preschool education reform and development experimental area?of the northern part in Panyu District, which is also part of the pioneer education zone in?Guang?dong Province,?as an example to research?the current situation?of continuing education and the level of professional development among?kindergarten teachers.

This study takes the needs of continuing education among kindergarten teachers as the entry point, introduces the dimensions and fields divided in the "Professional Standards for Kindergarten Teachers (Trial)", and explores their specific needs during continuing education?based on the results of relevant research on the professional development stage of kindergarten teachers.

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Result:

In general, kindergarten teachers are?enthusiastic?about?continuing education and have a strong internal drive?for professional development.

However, there is still a lot of room for improvement in meeting their?needs, as kindergarten teachers are confronted with some difficulties like shortage of time, heavy teaching tasks and insufficient?opportunities?while the continuing education mainly?focuses on the learning and training of professional abilities.

In general, according to the three dimensions of professional standards, the average score of kindergarten teachers with less than 1?year and 1-3 years of teaching is lower than the overall average score in all dimensions and fields.

Kindergarten teachers with 4-9 years of teaching basically scores higher?than the overall average score, therefore, the government and kindergarten should focus on the guidance of these kindergarten teachers less than 1 year and 1-3 teaching years to accelerate the professional development during their pursue of continuing education.

參考資料來源：陳東耿幼兒園教師繼續(xù)教育需求分析——基于教師專業(yè)化的視角???