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The Research on Inflectional Factors of Rural Teachers’ Professional Development in Guangzhou

Author: QiaoZhongYan
Tutor: ZhouYan
School: Guangzhou University
Course: Principles of Education
Keywords: Preschool teachers in rural areas Teacher professionalization The rural preschool teacher professional development Influencing factors
CLC: G615
Type: Master's thesis
Year: 2011
Downloads: 265
Quote: 1
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Abstract

The level of teachers' professional development is the key to determine the quality of education. Since the 1970s, international education began extensive attention to teachers' professional development in this area. With the deepening of the theory of the research and development, professional development of preschool teachers is becoming the new hot spot of the research of early childhood education. In recent years, Chinese scholars have increasingly extensive research carried out on the professional development of preschool teachers, but the object of study is more concentrated in the city early childhood teachers' professional development, while concerned about the professional development of preschool teachers in rural areas is relatively small. Preschool teachers to rural areas of Guangzhou, the research for the study, the first level of professional development for preschool teachers in rural areas as well as influencing factors through questionnaires Survey, analysis of different teaching age differences of the level of professional development of preschool teachers in rural areas as well as the influencing factors of rural childhood affect the size as well as the impact of teacher professional development path; then presented through case interviews how each factor affects the professional development of preschool teachers in rural areas. Questionnaire data analysis of the final four conclusions: first, the level of professional development for early childhood teachers of different teaching age differences, the main difference is reflected in the more than seven years of teaching experience early childhood teachers with 1-3 years and 4-6 years of teaching experience and young children no significant differences in teachers ,1-3 years of teaching preschool teachers with 4-6 years of teaching professional development of preschool teachers overall level, the highest level of professional development for more than seven years of teaching experience early childhood teachers Furthermore, the different types of kindergarten teachers' professional development level There are also differences, its main differences reflect the differences in the level of teachers' professional development of the town center park and private garden teacher professional development level, a high level of contrast the town center park early childhood teacher professional development; social status with nursery environment for young children The impact of teacher professional development; kindergarten environment the greatest impact on the professional development of preschool teachers; fourth, the social status of the professional development of preschool teachers through the intermediary of the kindergarten environmental factors play a role. The case interviews conclusion: the impact of the social status of the professional development of preschool teachers mainly for the low barriers to entry, low social benefits; the kindergarten environment affect the performance of the professional development of preschool teachers for preschool teachers, kindergarten lack of a sense of belonging, professional autonomy weak as well as the principal of non-democratic leadership style. Accordingly, this study recommendations: First, the responsibility of early childhood development in rural areas should be government-led government should increase financial input, and effectively improve the benefits of preschool teachers in rural areas, increasing the preparation of preschool teachers in rural areas, improve rural preschool teachers access system, establish and improve the system of in-service training, and develop policies to protect the rights and interests of rural preschool teachers; Second, the district government should explore the office park mode for this area, strengthen the construction and development of various types of kindergarten, give full play to the role of various kindergarten; first Third, the emphasis on the living environment of the preschool child care teachers.

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CLC: > Culture, science,education, sports > Education > Pre-school education, early childhood education > Early childhood educators
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