Exploration of the Problem Diagnoses Based Training of Early Childhood Teachers: From the Perspective of the Development of Practical Knowledge

DOI

10.2991/icssr-14.2014.126How to use a DOI?

Keywords

Practical knowledge, Problem diagnoses, Training.

Abstract

Early childhood teachers' practical knowledge is the foundation of their professional development. The development of practical knowledge can effectively enhance the professional identity, strengthen the self-development consciousness, and increase the practical ability of the early childhood teachers. In order to innovate the pattern of early childhood teacher training which traditionally has over-relied on infusing theories and been away from practices, and based on the course of raising, diagnosing, discussing and resolving the practical problems, we developed the training ideas step by step, i.e. problem situation setting up, problem analysis and diagnosis, comparison of problem-solving program, clarification of theory, and action implementation and extension. This problem diagnoses based training pattern is proved to effectively promote discussing, exercising and sublimating the practical knowledge among early childhood teachers so as to accelerate the pace of their professional development.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Dan Li
AU  - Jiali Li
PY  - 2014/06
DA  - 2014/06
TI  - Exploration of the Problem Diagnoses Based Training of Early Childhood Teachers: From the Perspective of the Development of Practical Knowledge
BT  - Proceedings of the 3rd International Conference on Science and Social Research
PB  - Atlantis Press
SP  - 549
EP  - 554
SN  - 2352-5398
UR  - https://doi.org/10.2991/icssr-14.2014.126
DO  - 10.2991/icssr-14.2014.126
ID  - Li2014/06
ER  -