Teacher professionalization is the inevitable trend of historical development and the inevitable requirement of educational development, and the specialization of preschool teachers needs more attention. On-the-job training is an important way for preschool teachers' professional development. Many regions adopt various ways to train preschool teachers, but the training of preschool teachers in China has not achieved the expected results, whether it is academic qualifications supplement or professional development. How to improve the effectiveness and pertinence of preschool teachers' training has become an important issue that restricts the professional development of preschool teachers.
How to be more professional in preschool teacher training?
Based on the difficult problems in teaching practice and considering the needs of personality development, I changed "I want to participate in training" to "I want to participate in training"
In the past, the research on teachers' professional development mainly focused on the stages and forms of professional development and the environment and conditions that need to be provided by the outside world, ignoring teachers' own subjective needs and feelings in professional development and failing to explore teachers' sense of responsibility for self-professional development. The lack of pertinence in the selection of training contents and methods for preschool teachers leads to the training of trained teachers under the pressure of school management. Teachers are passive and unwilling trainees, so what is the ideal training effect?
Real learning is based on intrinsic motivation. Therefore, the training of preschool teachers must be based on the inner needs of teachers and change "I want to participate in training" into "I want to participate in training". This requires that the training should take into account the unified overall goal and personalized development needs. However, at present, there is no clear and specific regulation on the training goal of preschool teachers in China. According to the national professional standards for preschool teachers, based on the local pre-school education level and the professional development needs of preschool teachers, the hierarchical and serialized goals of teachers' continuing education are designed and realized. In other words, it is necessary not only to have a unified general goal, but also to classify and reflect the differences of teachers' continuing education goals at all levels, so as to make the development requirements of teachers in professional concepts, teachers' morality, professional knowledge and professional ability concrete and operable. In addition, teachers from different regions, different schools, different ages, different teaching ages and different titles have different professional development needs, so it is necessary to choose dimensions to train teachers at different levels, enhance the pertinence of preschool teachers' training, and meet the individualized development needs of preschool teachers.
Targeted design scheme based on teaching practice problems. The training content of preschool teachers must be linked with teachers' teaching practice, so that teachers can link the training content with actual teaching practice and promote the transfer of training content. Because the problems encountered in the practice of preschool teachers' education and teaching are vivid and profound, they have greatly touched teachers. Designing a teacher training program based on these points can directly promote the improvement of preschool teachers' teaching ability and drive them to think more. We should advocate grass-roots training for preschool teachers, focus on the practical problems in preschool teachers' education, teaching or professional development, combine the specific teaching situation and process of teachers, highlight the pertinence and effectiveness of training, and ensure the qualitative improvement of the teaching ability of trained teachers. Try to adopt experiential and participatory training methods for preschool teachers, set up problem situations, and let teachers improve their ability to solve problems.
Innovating the training mode with the cultivation of consciousness as the main line and changing "what is acceptance" into "I want to ask why"
Because of the particularity of preschool teachers' educational objects, preschool teachers don't need to highlight their own disciplines and majors in education and teaching activities, but highlight their professionalism in a daily and comprehensive way, forming unique characteristics of preschool education. That is to say, teachers' pre-school awareness is the main embodiment of their professional quality, the professional quality that preschool teachers endow children with knowledge, skills, emotions, attitudes and values in a way suitable for their physical and mental development and learning characteristics, and the outstanding part of the professional quality that preschool teachers should have.
The cultivation of preschool teachers focuses on the cultivation of preschool awareness. Preschool awareness of preschool teachers can highlight the differences in teaching methods among preschool education, primary and secondary schools and universities, and it is also an important measure to measure the professional development level of preschool teachers. Specifically, it requires preschool teachers to pursue the real life close to children's curiosity, curiosity, activity, imitation and good games in the teaching practice of protection education, game design, scenario creation and example demonstration, so as to better promote children's professional consciousness of growth.
The training of preschool teachers requires teachers to combine interaction and knowledge sharing in the training process. Interaction and sharing contribute to the construction of learning-oriented kindergarten, which provides a new platform for preschool teachers' professional development. At present, the focus of education and teaching has gradually shifted from local levels such as teaching and curriculum to paying more attention to the overall innovation of school education. In this context, the National Council on Teaching and Future (NCTAF) put forward the idea that the development of schools must rely on the isomorphism of learning. Internal learning requires participants to "talk" and "share" with other learning subjects as subjects. For example, teachers with different intelligence levels, knowledge structures, ways of thinking and cognitive styles, or teachers with different characteristics and advantages, can learn from each other and improve each other in the process of knowledge sharing. This collision of thinking and wisdom will produce new knowledge and wisdom, and finally let the whole preschool teachers learn from each other and grow together. Greenfield, an important representative of postmodern educational organization theory, once emphasized the revolutionary significance of educational organization dialogue.
Teachers share each other's experiences and feelings in educational practice through exchange and learning, and gain the growth of their own educational knowledge and the improvement of their educational skills through "learning from each other's strengths", which ultimately affects all aspects of teachers' education and teaching.
Encourage teachers with evaluation, and change "leaving after learning" into "reflecting all the time" by reflecting on internalized consciousness.
The role of teachers in education depends on the improvement of their own quality and professional ethics, and on the establishment of a reasonable and effective teacher management system. Similarly, trying to promote the role of kindergarten teacher training and the professional development of kindergarten teachers from the perspective of evaluation is also an important aspect of the establishment of teacher management system.
The evaluation of preschool teachers' training refers to the identification or explanation of the learning situation of preschool teachers participating in the training by training institutions. At present, there are not many theories about kindergarten teacher training evaluation, and in practice, kindergarten teacher training institutions have not issued targeted and effective programs, which stems from the fact that there is no evaluation index system for kindergarten teacher training objectives at present.
But not having an index system doesn't mean not trying to practice. In practice, according to the needs of teachers' professional development and based on the principle of encouragement, teachers can be given timely evaluation feedback, so that teachers can know the effect and existing problems of their training in time and correct them in time, thus promoting professional promotion more comprehensively and effectively.
Research and reflection is an important way to improve the thinking quality of preschool teachers, and it is also the basic condition for preschool teachers to study continuously and effectively. In the process of professional development, preschool teachers can discover the strengths and weaknesses of individuals or groups in the process of personal reflection or collective reflection, broaden their professional horizons and stimulate good motivation to surpass others. In the process of research, we can experience the joy of thinking results and the joy of solving problems.
In the process of individual reflection and collective reflection, while preschool teachers are constantly solving educational and teaching problems with research consciousness, their roles, knowledge, specialties and abilities are also strengthened in practice. Therefore, it can be said that the internalization of teachers' professional development consciousness benefits from teachers' research and reflection ability. The internalization of teachers' professional development consciousness further enhances teachers' research and reflection ability. Therefore, in the selection of training content and training methods for preschool teachers, it is necessary to cultivate teachers' research and reflection ability, and through the continuous virtuous circle of this ability, the professional level of preschool teachers will be continuously improved.