Experience of kindergarten teachers changing jobs

When we are inspired and have a new understanding of life, we have such an opportunity to record it well and let us sum up concrete experiences and ideas. Let's learn how to write experiences together. The following is my experience of transferring to a kindergarten teacher, hoping to help everyone.

Experience of teachers in transferred kindergartens120xx165438+1On October 28th, I was lucky enough to attend the skills training course for teachers in transferred kindergartens in rural areas of Shaanxi Province held by Hanzhong Primary School Teacher Training Center. After just 15 days of study and life, both the teaching level and the concept of preschool education have brought me great gains.

In this training, we listened to several wonderful lectures given by Henan Normal University, Anhui Education Bureau, Shaanxi Normal University and key teachers in Hanzhong. With their own practical experience, rich knowledge connotation and exquisite theoretical exposition, they have brought us infectious theoretical guidance. We have further understood and mastered the development direction and objectives of kindergartens, broadened our learning horizons, updated our educational concepts, theoretical application level and teaching innovation ability, played an outline role in our teaching practice, and injected fresh water into our educational science theory. They also let us know how to teach in kindergarten in combination with our actual work.

In a blink of an eye, this kindergarten teacher training has ended, and I am honored to participate in this training. This training is very substantial and meaningful, which has benefited me a lot and nourished me like a seedling. This training combines theory with examples, and the courses are rich and varied. It is carefully interpreted from all directions to become an excellent kindergarten teacher. After five days of study, I have gained a lot. Let me talk about my own learning experience.

First, kindergarten teachers should cultivate the concept of lifelong learning.

Our life is changing with each passing day, and with the continuous development of society, the educational concept is constantly updated. In order to meet children's demand for knowledge, we should keep learning, replenish energy and recharge ourselves at any time. If we only rely on what we have learned in school, it will be far from meeting the needs of children and will be eliminated by society over time. It is also a painful thing for children, and even more irresponsible.

We used to lead our children to learn, but now we study with them. If we don't fill our ocean of knowledge, how can we satisfy children's thirst for knowledge? The professional quality of teachers is very important. Nowadays, education has high requirements for preschool teachers. Only high-quality people can be more suitable for this position. Therefore, we should learn at least one article about teaching every day and practice basic skills every day so as not to fall behind in the field of preschool education.

Two, extensive study of early childhood education teaching theory, improve teaching skills

Wu Diwen from the county kindergarten explained the Guiding Outline of Kindergarten Education in detail, which played an outline role in our teaching practice and injected fresh water into our educational science theory. In addition, several key teachers with rich teaching experience, combined with the characteristics of five fields of preschool education, gave detailed and vivid explanations on the design, organization and guidance of curriculum characteristics and teaching activities, so as to let us know how to carry out teaching work in kindergartens.

Third, teachers should have good professional ethics and ethics.

A teacher is a model, and a teacher's morality is the soul of a teacher. Whether you can become a good teacher or not, you must have the spirit of "holding a heart and walking without a grass". Love, respect and understanding children are the core of professional ethics that kindergarten teachers must have. Love is a necessary condition for the normal growth of children. We should learn to understand and care for children.

Four, teachers must have high professional quality.

To implement the concept of innovative education, innovative teachers must have the following professional qualities:

(1) Rich knowledge structure is the basic guarantee for teachers to exert their creativity.

(2) High management skills. Management includes two aspects, one is the overall management of the class, and the other is the individual guidance for each student.

(3) Have rich emotions. The teacher's lyrical recitation, enthusiastic appreciation, and the positive emotions shown by his manners, expressions and manners in contact with students can stimulate and mobilize the enthusiasm of students at any time and stimulate their learning motivation. Because students "trust their teachers", they turn hard study into pleasure study and simple knowledge transfer into two-way emotional communication, which makes teachers and scholars happy.

In short, after this training, I learned a lot of truth, learned a lot of knowledge and made many friends. In my future work and life, I will continue to work hard, apply what I have learned, teach my children well and become their good friends.

Since the "three years of general education" in 3 xx province, preschool education has flourished and the number of kindergarten teachers who have changed jobs has been increasing. Nowadays, the transfer kindergarten teachers have become a new group of kindergarten teachers. In our garden, the ranks of kindergarten teachers who have changed jobs are also growing. These teachers have been engaged in middle school or primary school education for many years before, but after coming to kindergarten, they are not adapted to the working environment, educational methods and the application of professional knowledge. In order to promote the construction of transferred preschool teachers, explore the professional development ways of transferred preschool teachers, improve the overall quality of teachers in our park and promote the connotation development of kindergartens, our park has carried out the research on the professional development ways of transferred preschool teachers since 20xx. The following are our research results and experience summary.

First, the status quo of kindergarten teachers who have been transferred

Through the investigation of 2 1 teachers transferred to our kindergarten in the past three years, we find that: firstly, these transferred kindergarten teachers hold a recognition attitude towards their professional development needs. They are willing to expand and deepen their theoretical and practical knowledge, update their educational concepts and improve their comprehensive practical ability by participating in continuing education, kindergarten-based teaching and research, and going out for training. Second, the professional knowledge structure of these transferred preschool teachers is not strong, and there is a lack of backbone teachers. Among 2 1 kindergarten teachers who have changed jobs, there are 20 young teachers under 35 and 5 teachers under 28. In terms of professional knowledge structure, there are only two people with college education, less than 1%, and they are English majors. The rest are all secondary school graduates, and there are no teachers who really graduated from kindergarten teachers. Thirdly, these transferred preschool teachers have certain job burnout and work maladjustment. There are 70% teachers who have job burnout and lack professional identity. Compared with primary and secondary schools, kindergartens have long working hours, trivial and specific work content, more direct and meticulous work for parents, more flexible education methods and greater pressure on safety responsibility. Faced with these changes, individual teachers feel that they lack the ability, so they are tired of coping. Although they pay a lot, they get very little. They feel helpless and can't adapt to the pressure at work. It is gratifying that the age structure of teachers has matured. However, teachers' knowledge structure is not comprehensive enough to adapt to the work pressure in a short time, which seriously affects teachers' professional development.

Second, based on kindergarten-based training, promote the professional development of kindergarten teachers who have transferred to other posts.

1. Establish an effective incentive mechanism to improve the enthusiasm of the professional development of transferred preschool teachers.

Establishing an effective incentive mechanism is an effective means to promote the professional development of preschool teachers who have transferred to other posts. To this end, we stimulate the work potential of the transferred preschool teachers through various channels: first, ensure that the transferred preschool teachers have the autonomy of personal professional development and let them make their own growth plans; Secondly, give priority to providing opportunities for pre-school teachers to study, observe, pursue advanced studies and participate in excellent educational activities, teaching plans, papers and so on; Third, give priority to excellent pre-school teachers who have transferred to other posts, such as model evaluation, evaluation first, backbone teacher training and so on; Finally, in the performance distribution, preschool teachers who have made remarkable progress will also be rewarded. This series of measures has effectively stimulated the enthusiasm and initiative of teachers to participate in professional training and improve their professional ability.

2. Change the concept of education, so that the transferred kindergarten teachers can adapt to kindergarten work as soon as possible.

Preschool teachers who have transferred to other posts generally have a low sense of professional identity and do not understand the connotation of preschool education enough. Some teachers don't understand the theory of children's physiological, psychological and cognitive development, and think that "kindergarten is to teach children to learn a nursery rhyme and tell a story, as long as the children are happy, they can't feel bad." Their educational ideas and methods still remain at the level of "attaching importance to protection and neglecting education". Although they are very responsible, their teaching is very casual and tends to be "primary school" and "nanny" teaching. In view of this, our kindergarten actively creates a relaxed and pleasant working atmosphere, so that they can communicate their own puzzles and needs, and then change their educational concepts through kindergarten-based training, so that they can form a correct understanding of kindergarten teachers' careers, improve their professional thinking and teaching skills, and adapt them to kindergarten education and teaching as soon as possible.

3. In the deployment of teachers, it is necessary to take the old with the new and shorten the adaptation period of preschool teachers who have transferred to other posts.

In the process of adapting to the new post, the class routine and the order of education and teaching will be disrupted. However, the adaptation period of teachers 1 ~ 3 years should not have much negative impact on children's growth. To this end, we let the old teachers, excellent teachers who have been engaged in preschool education for a long time and the newly transferred preschool teachers attend classes together. From the daily management of children, the development of parents' work to the implementation of education and teaching, the old teachers have guidance and guidance to help the transferred kindergarten teachers solve practical problems. Driven by the old teachers, the transferred preschool teachers quickly adapted to the class work and took the initiative to participate in the educational and scientific research work in kindergartens.

4. Take a variety of training methods to promote the professional development of the transferred preschool teachers.

We organize teachers to participate in all kinds of educational skills training, and carry out pre-school education laws and regulations, pre-school education basic theory learning, teaching activity design, courseware making, teaching ability, teaching reflection, and education and teaching paper writing by means of regular study, expert guidance, case analysis, discussion and exchange. Most preschool teachers have several jobs in the family, such as daughter, wife, mother and daughter-in-law. They are busy with housework, so it is impossible to spare too much time to study professional knowledge systematically. Therefore, it is necessary to sort out the study outline first, so that teachers can study purposefully and plan and master the necessary professional knowledge and skills. At the same time, through self-study, centralized learning, centralized discussion and other ways to do a good job in continuing education courses.

After more than two years of exploration and practice, the comprehensive quality of kindergarten teachers who have transferred to other posts in our park has been obviously improved, and the trust and encouragement from kindergartens and parents of young children have enhanced their professional identity and pride. After training, these transferred preschool teachers have mastered some professional knowledge and basic professional skills in preschool education, psychology, hygiene and other aspects, established a correct educational concept, greatly improved their educational practice ability, and have been able to adapt to preschool education.

Third, some ideas and suggestions.

According to the investigation and practical experience of our park, I also have some thoughts and suggestions for relevant units and institutions.

1. Suggestions for teacher training institutions: train better preschool teachers and provide more on-the-job training.

In the pre-service training, as Peng Bing, a teacher from Wuhan Academy of Educational Sciences, said, the particularity of preschool teachers' work and the diversification of professional attributes determine the important position of teachers' comprehensive quality in the process of specialization. Most of our current kindergarten teachers are secondary school students who have been directly employed after three years of pre-service training at the starting point of junior high school. Therefore, the students of preschool teachers are mostly students with low cultural literacy, and their limited cultural literacy has become an important factor restricting the professional development of preschool teachers. Some vocational colleges specialize in kindergarten teachers, with three years of technical secondary school, one and a half years of study at school and one and a half years of internship, and some even have only one year of study at school; Five years in junior college, three and a half years in school and one and a half years in internship. Students' study time at school is short and their professional knowledge and skills are not solid enough. So it is difficult to improve their practical ability. However, the key to the training of kindergarten teachers is still in the kindergarten school. Therefore, teachers' training institutions such as preschool normal schools and teachers' further education schools should also carry out curriculum reform, shift the focus of the curriculum to teachers' professional development, focus on improving teachers' teaching practice ability, do a good job in teaching, and cultivate high-quality kindergarten teachers' graduates.

In terms of on-the-job training, we believe that the majors offered by major training institutions should conform to the national conditions, provincial conditions and local educational needs. Moreover, in-service training should not only pay attention to the educational literacy of preschool teachers, but also pay attention to the improvement of preschool teachers' knowledge, skills and educational practice ability. Only in this way can we better meet the needs of society.

2. Suggestions to local governments and education administrative departments: Teachers' employment should conform to the reality of preschool education development.

When primary and secondary school teachers transfer to kindergartens to teach, there will inevitably be a process of adapting to the change. Moreover, some teachers' job stability is not high, and they have the idea of changing jobs and continuing to change jobs. Therefore, it is often futile to invest a lot of energy and financial resources to train these teachers. Therefore, it is necessary to vigorously develop preschool education teacher training according to the characteristics of preschool education development. In Yanshan County, since 20xx, graduates from secondary and higher education institutions are no longer distributed, and the source of kindergarten teachers is only teachers transferred from primary and secondary schools. Even if special post teachers are recruited every year, they all leave towns and villages and will not come to county kindergartens at all. Therefore, we suggest that the local government unlock the employment policy of kindergarten teachers, stop transferring primary and secondary school teachers to kindergartens to teach, recruit kindergarten teachers who graduated from professional colleges to enrich the preschool education team, and invest some high-quality educational resources for kindergartens to make the preschool education cause develop healthily.

In a word, the construction of teaching staff is the key to the development of preschool education. It is necessary to strengthen the construction of preschool teachers, increase the professional training of preschool teachers who have been transferred to other posts, explore the professional development ways of preschool teachers who have been transferred to other posts, strive to build a high-quality and high-level teaching team, optimize the quality of teaching guarantee, and promote the connotative development of kindergartens.