Empowering Kindergarten Teacher Development with the“Five Joys and Five Stages”Model: Innovative Practicesand Explorations in Educational Evaluation Reform in the New Era
WANG Ling, TANG Manjing
(Shuren Kindergarten, Chongqing University Town, Chongqing 401121, China)
Abstract: Against the backdrop of educational evaluation reform in the new era, addressing current issues in teacher evaluation such as an overemphasis on results over processes and reliance on experience over data, the “Five Joys and Five Stages"evaluation model is proposed. This model focuses on teachers’cthical cultivation,professional capabilities, and teaching practices,exploring the construction and implementation of a kindergarten teacher development evaluation system. Through digital tools and evidence-based methods,precise assessment and dynamic tracking of teachers’professional growth are achieved. The rescarch is divided into three phases: top-level design, system optimization and digital empowerment, constructing an evaluation system centered on the“Five Joys”and structured around the“Five Stages”.Digital platforms generate personalized development reports, helping teachers clarify their growth directions.Practice demonstrates that the model effectively enhances teachers’professional and kindergarten education quality, providing a scientific basis and practical example for educational evaluation reform in the new era.
Keywords: “Five Joys and Five Stages”model; kindergartenteacher development;educational evaluation reform
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