随着知识社会对人才与学前教育提出的更高要求和幼儿园教师存量不优之间存在矛盾，基于核心素养的持续性专业发展模式逐渐在各专业领域达成共识，幼儿园教师持续性专业发展的必要性凸显。本研究以A省的国家学前教育改革发展实验区P区为例，旨在了解并促进幼儿园教师的持续性专业发展。

本研究以如下问题为脉络，采用对应方法开展研究：（1）幼儿园教师的专业发展方向是什么？换言之，国际社会对幼儿园教师核心素养的共识，主要通过对素养框架进行文本分析实现；（2）实验区幼儿园教师专业发展的现状与问题？涉及教师专业发展的成效、个人与园所影响和活动等，主要通过对P区716名在职教师的问卷调查实现；（3）实验区幼儿园教师专业发展的促进策略及其问题？主要通过对相关政策的文本分析以及对行政人员、园长、教师的焦点小组访谈实现。

研究发现，国际社会认为幼儿园教师应具有如下核心素养：（1）知识维度，包括了解儿童及其如何学习、领域及教学法知识以及通识知识；（2）实践维度，涉及师幼合作、家园共育、社会共育、学习环境、健康营养与安全、个人健康与专业发展、机构内合作和特殊需要；（3）伦理维度，涵盖尊重多样性、遵循专业伦理以及注重人际关系。并对我国优化幼儿园教师素养要求提供了如下启示：（1）关注问责制、信息技术发展等社会变革对幼儿园教师的影响；（2）结合园本教研，展望教师的研究者性质。

对于P区幼儿园教师持续性专业发展的现状与问题，（1）总体上，P区幼儿园教师的专业发展情况较好，不同身份、年龄、教龄、在现园的工作年限、荣誉称号和年薪的教师群体存在显著差异；（2）影响因素方面：不同教师群体的工作量、压力、幸福感和专业发展共同体存在显著差异，并建立回归方程：教师专业发展现状的得分=2.09 +0.258*专业发展共同体+0.186*幸福感；（3）探索不同幼儿园特质（办园性质、质量等级、所处镇街经济发展水平）与教师高专业发展模式发现，教师的压力、幸福感和专业发展共同体存在不同模式；（4）就专业发展活动而言：内容的现状与需求方面，重视师德师风建设、领域及教学法等内容，教师对各类内容的需求程度均较高，其中儿童观察与评价的现状与需求反差较大；支持与阻碍因素方面，活动挤占教师业余时间，但薪金与其他形式的支持程度较小，且机会少等原因造成了阻碍；参与度与满意度方面，整体满意度高，但参与度最高的园本培训满意度最低。由此建议，P区摸排不同群体教师的专业发展，切实分层分类推进专业发展。

对于P区幼儿园教师持续性专业发展的促进策略而言，其自2010年以来采取了：（1）扫黑园、清劣园，教师数量剧烈震荡；（2）涨工资、增福利，减少教师队伍的流动性；（3）多持证、提学历，强化教师的任职资质；（4）细化区域教研制度，通过专业学习共同体共促发展；（5）完善在职培训。但仍存在问题：（1）社会观念阻碍优质人才选择成为幼儿园教师；（2）师资队伍职前培养质量落后阻碍职后发展；（3）师资队伍在职培训本身有待面临多重困难；（4）幼儿园教师进行专业发展的外部刺激有限。总结P区的经验教训：（1）强化顶层设计与规划，全盘布局相关事务；（2）逐步增强社会影响，正视幼儿园教师；（3）促进本地高校与幼儿园合作，优化师资队伍的职前培养；（4）结合本土资源试点，优化师资队伍的在职培训。

综合结果本研究提出如下建议，制度层面：（1）循环提升从业标准与薪酬待遇，吸引优质人才入读入职；（2）建立区管园聘制度，增加优质师资的辐射力；（3）建立基于核心素养的专业发展、考核与职称评聘等多维一体制度，提供发展导向；机构与个体层面：（1）包括与高校和专业团体合作，丰富专业发展的平台与资源；（2）活用信息技术手段，探索园际深度协作的专业发展共同体；（3）鼓励成熟幼儿园探索自身的教师专业发展路径，（4）多举措提升的教师职业幸福感，激发其主动自发进行专业发展。

With the contradiction between the higher demands of the knowledge society on Early Childhood Education and Care (ECEC) as well as preschool teachers and their poor status quo, moreover, as the key/core-competences- based continuous professional development (CPD) model gradually reached consensus in various fields, the necessity of preschool teachers’ CPD is highlighted. To understand and promote the CPD of preschool teachers, this study takes P district in A Province, which is one of the national ECEC reform and development experimental area, as the example.

The research questions and corresponding methods are: (1) What is the direction of preschool teachers’ CPD? That is, the international consensus on preschool teachers’ key/core competences. This part is realized through the text analysis of the competence framework, (2) In P district, what is the current situation and problem of preschool teachers’ CPD? Specifically, by analyzing the effectiveness, influential factors and activities involved in the CPD through the survey to 716 in-service preschool teachers, (3) In P district, what is the current situation and problem of strategies to foster the CPD? This is achieved through the text analysis of the relevant policy and focus group interviews to the administrators, preschool principals, and teachers.

For the results, the international community suggested that the preschool teachers should equipped with the following key/core competences: (1) knowledge dimensions, including the understanding of children and how they learn, knowledge of content and pedagogies, and general knowledge; (2) practical dimension, which involves teacher-child cooperation, parent-teacher cooperation, learning community, learning environment, health, nutrition and safety, personal health and professional development, intra-institutional cooperation and special education needs; (3) Ethical dimensions, which consist of respect for diversity, adherence to professional ethics, and focus on interpersonal relationships. To optimize the competence requirements for Chinese preschool teachers, it inspire that: (1) pay attention to the social changes which influential to preschool teachers, such as the requirement of accountability, information and communications technology; (2) combine with the preschool-based educational research, and request for the competences to become the teacher researchers.

As for the current situation and problems of preschool teachers’ CPD in P district, (1) the general situation is satisfying, and there are significant differences among teachers with different identity, age, teaching age, working years at current preschool, honorary title and annual salary; (2) In terms of influential factors, there are significant differences in workload, stress, happiness and professional learning community (PLC) among teachers with different characteristics, and the regression equation are: score of the current situation of professional development=2.09+0.258*PLC+0.186*happiness; (3) In different characteristics of the preschool (the nature, the quality level, the level of economic development of the town) and the teacher's quality professional development status, the score of pressure, happiness and PLC show different models; (4)In terms of the CPD activities: 3.1 for the status quo and demand, P district stresses the morality, content and pedagogies, and teachers have a high degree of demand for all kinds of CPD content, and there is a major gap between the current situation and demand on children's observation and evaluation; 3.2 for the support and obstacles, as the CPD activities occupy the spare time, but the salary and other forms of support are hard to show, and the lack of opportunity lead to obstacles; 3.3 for the participation and satisfaction, the overall satisfaction is high, however, the preschool-based training with the highest participatory shows the lowest satisfaction lowest. Therefore, it is suggested that to investigate the professional development status of different teacher groups, in order to promote by categories.

As for the promotion strategy about the CPD since 2010, P district: (1) sweep unregistered and low-quality preschool, which cause the number of teachers violently shaken; (2) increase wages and benefits, to reduce the mobility of the teachers; (3) raise certificates rate and the level of degree, to strengthen the qualifications of teachers; (4) refine the regional teaching and research system and the PLC to collaboratively promote CPD; (5) improve the in-service trainings. However, there are still problems: (1) negative social attitudes hinder the choice of talents to be preschool teachers; (2) poor quality of teachers' pre-service education impedes the in-service training; (3) the in-service training of preschool teachers faces multiple difficulties; and (4) the external stimulation is limited. And summarize the experiences or lessons about the teachers’ professional development strategy from P district: (1) strengthen the general designing and planning, relate matters in a holistic way, (2) gradually enhance the social impact and properly recognize the identity of preschool teachers; (3) promote the cooperation between local universities and preschools to upgrade the pre-service training, and (4) based on the local characteristics to conduct pilot research about the quality in-service training.

Synthesize the results, this study come up with the recommendations. In the system level, P district are supposed to: (1) circular promote the qualification requirements and remuneration to attract high-quality talents enter the ECEC field, (2) establish the district management and preschool recruitment system to increase the influences of quality teachers, (3) based on the competence requirements, establish the system of professional development, assessment and job title to orient the professional development. In the institutions and individual levels, P district are supposed to: (1) cooperate with universities and professional organizations to enrich the CPD platform and resources, (2) to explore the deep zone of PLC by means of information technology, (3) encourage mature preschools to explore their own paths for teachers’ CPD, (4) enhance the professional happiness of teachers by multiple initiatives, and trigger their initiative to carry out professional development.