Author(s)

Na Wang, Fei Rong

Corresponding Author

Na Wang

Abstract

This article focuses on the influence of kindergarten teachers' teaching community on the development of kindergarten teachers' professional quality from the perspective of collaborative learning. In this article, 120 kindergarten teachers from five different types of kindergartens are selected as the objects, and the teaching community of kindergarten teachers is constructed and implemented by means of questionnaire, interview and observation. Data were collected through the Questionnaire on Professional Literacy of Kindergarten Teachers and the Questionnaire on the Participation of Kindergarten Teachers' Teaching Community. 30 kindergarten teachers were interviewed and 20 classes were observed for 12 weeks. The results show that the average score of kindergarten teachers' professional quality before participating in the teaching community activities is 3.21 points, and it is increased to 3.86 points after the activities, and all dimensions are significantly improved, among which the private kindergarten teachers' promotion range is 0.85 points. The teaching process, teacher-child interaction and the utilization of teaching resources have also been significantly improved, and the fluency of teaching links has increased from 3.2 points to 4.0 points. The research shows that the teaching community of kindergarten teachers has achieved remarkable results in improving the professional quality of kindergarten teachers, especially providing more development opportunities for kindergarten teachers in private kindergartens. At the same time, it is found that the activity schedule needs to be optimized.

Keywords

Collaborative Learning; Kindergarten Teachers' Teaching Community; Professional Quality of Kindergarten Teachers; Professional Development