Research on the Construction of a Professional Competency Evaluation Indicator System for Rural Kindergarten Teachers in the Context of Rural Revitalization

DOI: https://doi.org/10.62517/jhve.202416308

Author(s)

Luo Han*

Affiliation(s)

College of Early Childhood Education, Sichuan Preschool Educators’ College, Mianyang, Sichuan, China *corresponding author

Abstract

This study develops a rural kindergarten teacher professional ability evaluation system, using the “Provisional Professional Standards for Kindergarten Teachers” and applies it across five rural kindergartens in Mianyang City. By employing surveys and interviews, the research assesses teacher capabilities in areas such as professional ethics, educational philosophy, teaching, health management, safety, and community cooperation. Results indicate high proficiency in ethics and philosophy, with an average score of 4.2/5 and 95.7% adherence to educational policies. Challenges persist in applying innovative teaching methods and technologies due to limited resources. Teachers manage health and safety well, but require more support and resources for better outcomes. Recommendations include increasing educational support, enhancing community cooperation, and providing more professional development opportunities to improve educational quality and support rural revitalization.

Keywords

Rural Kindergartens; Teacher Professional Ability; Evaluation System; Rural Educational Revitalization

References

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