| Abstract Current researches about male kindergarten teachers are mainly focused on their value for children’s development theoretically and the social facts that impact their survival. The problem that how to promote professional development of male teachers based on the kindergarten has been ignored. View to this, taking a male kindergarten teacher as a case who has been working for three years and plan to achieve the individual development , this paper aims to investigate male kindergarten teacher’s professional development by narrative inquiry. The paper finds out the key factors which accelerated his professional development including driving force of individual development, the supervisor of kindergarten and culture. |
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