Comprehensive Integrated IT Teaching Training Model of Chinese Kindergarten Teachers

Abstract

This study aims to investigate the current problems in current kindergarten teaching practice, design a kindergarten teacher training (KTT) model for integrated IT teaching methods suitable for kindergartens in Wenzhou city, and evaluate the KTT model. The sample comprises 21 Chinese experts with a background in early childhood education. Structured questionnaires were used for interviews. Statistical data analysis included median and quartile statistics.

Research showed problems in current kindergarten teaching and training, including training needs, content, methods and tools, strategies, organization, and evaluation. The developed KTT model is influenced by 36 factors, such as: Training needs in professional knowledge and skills, teaching resources and tools, updating teaching methods and strategies, personal development needs, social needs, individual differences, and feedback comments; Training content of early childhood education theory, special education needs, children’s mental health and behavior management, professional competence enhancement, principles of early childhood education, multicultural education; Training strategies in participatory training, progressive training, targeted course design, incentive mechanisms diversified, training formats, peer support and sharing, training organization: plans and goals, incentive mechanism, learning activities, financial support, management mechanism, resource construction; Training evaluation in assessment content, training effectiveness evaluation, formative assessment, participation assessment, ongoing monitoring evaluation, and satisfaction evaluation; Training methods and tools in practical teaching, assistive technology, practice activities and observation classes, training manuals and materials, group discussions and collaboration, learning communities, and discussion platforms. The proposed KTT model was anonymously accepted by experts as highly practical and feasible. The model was implemented and evaluated through experimental comparison with a control group. Then, the use of the model is recommended for kindergarten teacher training. In the process of using the model, it needs to be continuously iterated and optimized for obtaining effective appropriate conditions.