A Study on the Driving Mechanism of Kindergarten Teachers'Visions Development—Based on Fuzzy-set Qualitative Comparative Analysis
Teachers'vision is an image of ideal classroom practice.It is an important factor influencing teachers'active,sustainable and effective development.Based on 515 samples of the kindergarten teachers in Shenyang City,the research is conducted with the Fuzzy-set Qualitative Comparative Analysis(fsQCA)to explore the internal and external mechanisms that drive the development of teachers'visions.The results show that there are eight antecedent configurations of driving teachers'visions development.The configurations can be divided into two types:A—"support-input"type,mainly dominated by the external mechanism,caused by the positive sense of organizational support and high commitment to work;B—"vision-planning"type,mainly influenced by the internal mechanism,caused by ideal vision and reasonable planning.Through the analysis of different types of teachers'visions development paths,it is found that the sense of vision practice is the most important factor.Therefore,it is suggested that kindergarten teachers should draw a clear picture of their future ideal work practice based on their own understandings about roles,education and teaching and children's development,design specific goals and strategies,and cooperate with the active organization support and high level of work engagement.Most importantly,enhancing the sense of vision practice among kindergarten teachers is essential to effectively drive the high-level development of their professional visions.
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