The National Association of Preschool Education (NAEYC) points out that the professionalization of preschool teachers should be reflected in: having a deep understanding and understanding of children's development, and applying psychology and pedagogy knowledge to practice; Be good at observing and evaluating children's behavior as the basis for curriculum planning and designing personalized courses; Establish a positive interaction with children and become a supporting force for their development. The guiding outline of kindergarten education defines the role of teachers as: the protector of children; Children's psychological and emotional supporters; Providing children with knowledge, teaching AIDS and teaching materials; A demonstrator of children's learning; Preparation for children to expand their life experience; Assessor of children's learning process and results; As a teacher, I constantly enrich my learners.
This professional feature is very simple to write, but it is true that for kindergarten teachers, the professional expectations of social parents are relatively high: not only health care doctors who can understand all kinds of conservation knowledge, but also nannies who can take good care of children, teachers who are almost exhausted, educators who know educational research, artists who are proficient in piano, chess, calligraphy and painting, writers who write papers, diplomats who keep in touch with their families ... Teachers also have certain pressure and are nervous every day: they should guard against children's falls and injuries. So how to grow up happily under such circumstances?
Combining the relevant research of experts at home and abroad and the Guiding Outline of Kindergarten Education (Trial), the author will interpret it from the following aspects:
First, improve the sensitivity of professional happiness and generate the source of motivation for career growth.
Psychologist Maslow's theory of spiritual needs shows that being respected, recognized and revered by others in people's spiritual needs is the internal motivation to motivate individuals to keep forging ahead. Similarly, in the process of preschool teachers' constant demands for upgrading their own majors, in addition to certain material stimulation and administrative orders from higher authorities, the main factor that directly promotes teachers' growth lies in teachers' internal motivation, which makes preschool teachers have the intention and consciousness of self-professional development, and professional happiness and internal motivation are the power sources of preschool teachers' professional growth. Specifically, it can be elaborated from three aspects:
Every job has a certain value, and people will have different experiences from different perspectives. Preschool education industry is of special significance to preschool teachers. Preschool teachers are not only regarded as "the king of children" by the outside world, but also "adults who accompany their children all day". From the perspective of preschool teachers, this is a job that contains many elements. Behavior snuff creates value, the value created to meet social needs is external value, and the value created to meet theme needs is internal value. If we limit ourselves to external values or evaluate the subject based on external values, there will be noble, great and dedicated statements. If we study the intrinsic value from another angle, or examine the subject based on the intrinsic value, we will have enrichment, harvest and happiness in the subject experience. What are the main sources of kindergarten teachers' professional happiness?
1, from sincere love and care for children
In the teacher-child interaction, when the teacher gives love to the child, the child also returns the teacher with a sincere love. For teachers, children's love is the greatest comfort and compensation, and it is also an important reason for kindergarten teachers to feel happy at work. In daily teaching life, children often have unexpected things from teachers, and teachers are really moved by them. I often hear teacher Yuan mention, "I was hoarse that day and I had a hard time speaking. A naughty child in the class actually changed his normal state, stopped talking nonsense in class, and told several children to be quiet with a loud voice, otherwise the teacher would have a sore throat. " "That day, I took my children to the park for an outing. The children all took out their own food and began to enjoy it. I'll open the food for the children who can't tear open the bags. Another child in the class came running and hugged me on the shoulder. He stuffed the bread he brought into my mouth and told me that if it was delicious, he still had it. " "When I gave birth to my baby, the children in my class came to visit me and my baby with their own dolls, flowers and other small gifts. What a wonderful feeling! " "Once I accidentally twisted my foot, and that naughty boy who always makes trouble came to help me" ... Compared with adults, children's love is more sincere and pure, which makes kindergarten teachers pay attention to children's charming love and make them happy and happy.
2, from the innocence of children.
Innocence is the noblest quality in children. The innocence of children makes teachers see the most primitive beauty of human nature and feel a kind of happiness. Suhomlinski said: Children's inner life always brings us satisfaction and dissatisfaction ... Being good at understanding this harmonious music is the most important condition for educators to be energetic, happy and successful. Children often show great admiration for the teachers in their class. Teachers' words seem to be correct to them. They often say "what our teacher said". The teacher seems to know everything about them, and we often say "ask our teacher"; The teacher's every move is highly concerned by the children. No matter where they see the teacher, the children will be happy "Look, it's my teacher" and almost "worship the children everywhere". Once I painted batiks for my children. I drew some patterns on the paper with a white oil pastel, and then dipped a big brush with colored pigments, and a picture was born immediately. The children cheered at any time. "Wow, it's beautiful! The teacher is a painter! It's a magician! " ; Sometimes when the mood comes, play some piano music for the children, and they will all come around and look at you with admiration, as if you were Beethoven, Richard and clayderman; Another memory is that she is a teacher now. When I arranged a dance for them, she was involved. She carefully watched the demonstration I gave them on the wooden floor and thought the teacher was a dancer. The action is really beautiful. Although compared with other professionals, these talents are nothing, when praise sprouts from our innocent children's hearts and mouths, their happiness as teachers is self-evident.
3. Cooperation and trust from parents.
Parents are the direct evaluators of teachers' work quality. Parents' trust, respect and affirmation is to believe in teachers' educational ability and personality strength, which is the best recognition of teachers' work. In teaching, parents' support and help are often needed. The development of theme activities requires parents to provide some relevant operational materials. When parents learn about it, they will accompany their children to find these waste materials and let them take them to kindergarten. In teaching, parents regard teachers as experts and friends and ask teachers for some educational methods. At the parent-teacher meeting, parents scrambled to provide resources for teachers' educational activities: come to our orchard to pick fruits; I will contact and arrange for the children to visit the airport; I'm from the post office. Please call me if you have any related activities. During this period, kindergarten teachers can get satisfaction and comfort from it, so as to keep learning actively.
Second, provide sufficient growth platform and form a relaxed and harmonious learning atmosphere.
1. Provide more growth opportunities and participate in diversified learning.
Ensure sufficient training funds, provide more opportunities to participate in the training of education and research departments, and recruit excellent teacher groups from Taiwan Province Province and Chinese mainland. The daily research funding reaches 300,000. Subscribe to several pre-school education periodicals for teachers every semester and establish a database of teachers' self-books. Teachers are allowed to spend a certain amount of reimbursement funds to buy suitable teaching materials every semester. In addition to teachers' independent training and group professional training, we also actively try new, more reasonable and diversified training that can tap teachers' potential, and recommend that teachers with outstanding performance in a certain field be selected for more systematic and higher-level training: recently, we sent double-faced backbone teachers to Suzhou, Hangzhou and Shanghai to participate in Orff professional research composed of famous teachers. Organize teachers to participate in physical training for inline skating majors. In addition, he also actively participated in educational and scientific research activities, such as "New Outline" study, South Lake Spring, double-high curriculum selection, standardized training of topics, selection of key teachers, and open classes of many films.
2. Career needs to be personalized, so that everyone can get a sense of success.
For preschool teachers, the sense of achievement in their work is manifested in two aspects, on the one hand, their own growth and progress, on the other hand, just like their own growth and progress. In the process of education, not only the children have grown up, but also the teachers themselves have developed to some extent. The two are complementary. Success can stimulate people's happy feelings and is the internal source of stimulating individuals to enter. As mentioned above, each teacher in each park has different abilities, and at the same time, each teacher has different performances in special skills. Therefore, managers should find the advantages of each teacher, let them succeed in different fields, experience the sense of success and give full play to their talents. For example, in the Christmas performance, the division of labor should be focused, so that teachers with solid dance skills can rehearse key programs, teachers with artistic design expertise can set the stage, and teachers with lively personality and good adaptability can be the hosts; Some teachers in the park don't have solid professional knowledge of preschool education, but they have a strong desire to perform, so they are sent to participate in story-telling competitions or to coach their children to participate in story-telling sketches. Once she has the space to play, she can satisfy her sense of achievement in her work and drive her to catch up in other fields. These specific measures will make every teacher experience happiness in different posts, thus building self-confidence and urging them to pursue persistently.
3. Touch the high line and promote the formation of growth momentum.
From the qualification of the education administrative department to the general requirements of each kindergarten for teachers, it can be seen that each teacher can be set up with a hard lever (as opposed to touching the high line) to achieve it as much as possible. For example, Mandarin, Computer Rank Test, English as a characteristic course in our park must be qualified, and musical instruments must be above Grade 5. If a teacher does not have these qualities, it will be difficult for her to be competent for her current job. Of course, the principle of the zone of proximal development in educational psychology can also be applied to the professional growth of teachers. When the gap between teachers' own professional ability level and actual ability produces tension, the growth of preschool teachers can be promoted.
4. Set an example.
In a kindergarten, each teacher's ability is different, and his performance in the work is obviously different. How to make teachers with strong ability play an advanced demonstration role in the group to a certain extent, and let teachers with low starting point have goals to follow? We adopted the "sardine strategy" and encouraged teachers to make positive progress. The original intention of "sardine strategy" is to enhance the activity of fish in transportation, provide sardines with vicious habits, make other fish constantly stir because of the existence of sardines, and keep other fish alive in constant activities. We apply it to the kindergarten management here, that is to say, teachers with strong ability can develop relatively quickly in the group, making them role models for learning, thus stimulating everyone's vitality and becoming a catalyst for maintaining tension. They are advanced and never aware of the gap, which constantly triggers teachers' self-learning needs. Every semester, we will evaluate the honorary titles of academic leaders and excellent class teachers in various courses in kindergartens, so that teachers can have a good atmosphere of competition.
Third, the process of happy growth
Nowadays, teachers are no longer simple task executors, but educational thinkers, researchers, practitioners, innovators and professional workers who need continuous development. Teachers' professional growth is an important guarantee to improve teachers' quality and education quality. Therefore, we look forward to the continuous improvement of the role of preschool teachers.
(A), personal self-training training
Bandura's introduction of self-reinforcement and self-efficacy in social learning theory fully embodies the autonomy of human learning. At the same time, their "individual-behavior-environment" theory reveals the relationship between individual behavior and social environment, and lays the theoretical foundation for the socialization of autonomous learning.
Individual autonomous learning can be divided into external, formal and complete autonomous learning and internal learning, and the content of learning is also rich. Due to the particularity of preschool teachers' professional characteristics, the content of preschool teachers' learning covers general academic education, instrumental music, dance, computer and English skills improvement for billions of years, as well as the improvement of basic education knowledge. Individuals can continuously improve their professional quality by attending training courses. For example, some teachers use their spare time to participate in correspondence, self-study exams, evening classes and other channels to improve their various qualities. The survival of preschool teachers "is an endless process of improvement and learning." Teachers' awareness of time and space of education will be broken and re-established, and pre-service education and post-service education, on-campus education and off-campus education will be brought into the whole system of individual autonomous learning.
(b) Participatory team-based kindergarten training
Teachers' professional activities mostly focus on teachers' personal performance, but pay less attention to the interaction and interdependence of teachers' groups. Marak, the representative of Reggio teaching, believes that "teachers must give up the isolated and silent working mode" and advocate team learning for teachers. Professor Reggio attaches great importance to the communication between peers, and spends an average of six hours a week on the communication and discussion between teachers, solving problems in teaching practice through consultation, understanding children's interests, reading personal documents and arguing about various educational issues. In a sense, Reggio's success can be attributed to the high-level professional level of teachers, and its professional level can be attributed to the results of team learning. Team learning can stimulate collective insight, cultivate cooperation ability, promote learning speed and play a greater learning effect.
The professional training of the kindergarten-based team is one kind of in-park training activities with schools as the main position and teachers teaching and learning from each other, and the other is a teacher training mode with teachers employed as the base and universities or teacher training institutions providing necessary courses and personnel. As one of the means to carry out continuing education and improve teachers' teaching and research level, team professional learning can better reflect its own advantages and play its unique role in teacher training compared with full-time learning, short-term training, daily practice reflection and self-study. Our park regularly organizes teachers to participate in collective kindergarten-based curriculum activities. In team activities, we give up the trainer's "centralized" learning mode, and the teacher only carries ears and notebooks to recite. We insist on cooperation and interactive learning among teachers, so that every teacher has the right to speak and the spirit of asking questions actively in any training. Teachers can be both trainees and trainers. In kindergarten-based training, teachers' professional level and ability to think and solve problems have been well developed and improved. Through the mutual dialogue between teachers and members, individual thoughts can communicate, agitate, collide and influence each other in the team, thus generating new opinions. Therefore, kindergartens should actively create a "learning organization" atmosphere, in which every teacher has the space to expand his ability, the mentality of thinking and the strong motivation to explore the unknown.
Teachers' professional growth is the necessity of educational development. If you want the teacher to make a leap in the shackles, the probability of success is only 10%. However, if we provide enough conditions and a broad platform to turn teachers' external pressure into internal motivation and let them move towards warm group cooperation in an isolated and struggling environment, the possibility of our teachers' professional growth function will increase to dozens or even more. We all want to be happy educators, so we should make teachers happier on the road of professional growth.