Research on the Current Situation and Countermeasures of Preschool Teachers’ Post-Service Training Needs: a Case Study of a Kindergarten in S City, Jiangsu Province

Lu Die (Author)

Foshan Guicheng Technician School, China

Keywords:

preschool teacher, post-service training, training needs, professional development, evaluation

Published

15-09-2025

Abstract: This study investigates preschool teachers’ post-service training needs and explores strategies to enhance training effectiveness. A total of 31 teachers from A Kindergarten in S City, Jiangsu Province, participated in questionnaires and semi-structured interviews. Results show that teachers widely recognize the importance of post-service training for professional competence and educational quality. Their main needs center on teaching skills, updated educational theories, and practical experience. Most preferred blended online-offline formats to balance flexibility and efficiency. Challenges remain, including mismatched content, limited resources, lack of personalization, and weak evaluation mechanisms. Drawing on domestic and international research, this paper suggests strengthening needs assessments, optimizing training content and methods, developing personalized profiles, and improving evaluation systems. These approaches are expected to enhance training effectiveness, foster teachers’ professional growth, and promote sustainable preschool education.

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