This paper investigates the post-service training needs of preschool teachers and explores feasible strategies for improving training effectiveness. This study investigates the post-service training needs of preschool teachers and explores feasible strategies for improving training effectiveness. A total of 31 teachers from A Kindergarten in S City, Jiangsu Province, were surveyed through questionnaires and semi-structured interviews. The findings reveal that teachers generally acknowledge the significance of post-service training for professional competence and educational quality. Their primary needs focus on teaching skills, updated educational theories, and practical experience. Most teachers preferred blended online-offline formats to balance flexibility and efficiency. However, problems remain, such as the mismatch between content and real needs, limited resources, lack of personalization, and weak evaluation mechanisms. Drawing upon domestic and international research, this paper proposes strengthening needs assessments, optimizing training content and methods, developing personalized profiles, and enhancing evaluation systems. These approaches are expected to improve training effectiveness, foster teachers’ professional growth and contribute to the sustainable development of preschool education.
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Lu, D. (2025) 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. Global Education Bulletin, 2(1), 36-39.