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对天津市210名非学前教育专业幼儿园教师的专业发展现状进行调查,结果发现,非学前教育专业幼儿园教师专业发展总体水平较高,但专业知识结构水平偏低,其中“有关幼儿发展的知识”水平最低。“入职动机”和“教龄”对非学前教育专业幼儿园教师的专业发展有较大影响。入职动机为“内部动机”的教师专业发展总体水平和各维度水平较高。随着教龄的增长,教师总体专业水平尤其是其中的“专业能力”水平不断增强。此外,不同学历及性别的非学前教育专业幼儿园教师均在“保育知识”层面存在显著差异,原有学科背景不同的教师在“专业自主发展意识”维度上存在显著差异,是否有师范类专业背景会影响教师在“教育知识”层面的发展水平。相关部门应制订严格的非学前教育专业幼儿园教师选用制度,并通过多元化培训,促进非学前教育专业幼儿园教师知识与能力水平的持续提高。
The survey of the professional development of 210 non-preschool teachers in kindergarten in Tianjin showed that the overall level of professional development of kindergarten teachers in non-preschool education is relatively high, but the level of professional knowledge is low. Among them, “knowledge about early childhood development ”The lowest level. “Entrance motivation ” and “Teaching age ” have a greater impact on the professional development of non-preschool education kindergarten teachers. Entry motivation for “internal motivation ” the overall level of professional development of teachers and higher levels of each dimension. With the increase of teaching age, the overall professional level of teachers, especially the “professional competence” level is constantly increasing. In addition, kindergarten teachers of non-preschool education with different academic qualifications and gender have significant differences in the level of “knowledge of childcare ”. There are significant differences in the dimensions of “professional self-development awareness The professional background of teachers will affect teachers’ level of development at the level of ”education knowledge". Relevant departments should formulate a strict non-kindergarten teacher selection system for non-preschool education professionals and promote the continuous improvement of knowledge and ability of kindergarten teachers in non-preschool education through diversified training.