{"id":317,"date":"2022-11-11T00:13:51","date_gmt":"2022-11-11T00:13:51","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=317"},"modified":"2022-12-01T08:41:24","modified_gmt":"2022-12-01T08:41:24","slug":"ecv2022-292","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-292\/","title":{"rendered":"292 – Professional development of rural preschool teachers in a rural kindergarten in Jiangsu Province, China"},"content":{"rendered":"\t\t
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Presentation - ECV2022-292<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Professional development of rural preschool teachers in a rural kindergarten in Jiangsu Province, China<\/strong><\/h1>\n

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Yuting Yin<\/strong>, Shanghai Normal University, China (18136238083@163.com<\/a>)<\/p>\n

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Background: <\/strong>A series of national policies and the preschool teachers\u2019 professional standards (Trial) have put forward requirements for the professional development of rural preschool teachers. However, the current situation of rural preschool teachers\u2019 professional development is not optimistic and needs to be improved.<\/p>\n\n

Aim:<\/strong> To show the current situation of rural preschool teachers\u2019 professional development in Y City from the dimensions of professional quality, professional independent development, and professional development with external support, then discuss the existing problems and causes, and finally put forward countermeasures and suggestions to promote the professional development of rural preschool teachers.<\/p>\n\n

Method:<\/strong> Based on the existing relevant research, this study mainly uses literature research, interview and observation to conduct an in-depth investigation of rural preschool teachers in a rural kindergarten in Jiangsu Province, China.<\/p>\n\n

Results:<\/strong> This study found there are five problems in the professional development of rural preschool teachers: heavy development tasks, low motivation for development, narrow prospect for development, formalisation of development, and the lack of development approaches.<\/p>\n\n

Conclusions:<\/strong> According to the analysis of the existing problems and causes, this study puts forward five corresponding countermeasures and suggestions to: (1) check and fill the professional knowledge and ability loopholes and formulate a professional development plan; (2) promote preschool education legislation and stimulate the power of professional development; (3) increase the opportunity of job evaluation and broaden the prospect for professional development; (4) improve supervision and evaluation mechanisms and ensure the quality of professional development; and (5) improve professional development training and enrich professional development channels.<\/p>\n\n

Implications for children and families:<\/strong> You should respect rural preschool teachers and support their professional development.<\/p>\n\n

Implications for practitioners: <\/strong>You should actively carry out independent professional development and participate in the professional development provided by the government, society, and kindergartens.<\/p>\n\n

Key words<\/strong>: regional\/rural communities, professionals\u2019 voices, professional development, qualitative methods<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n\n