Analysis of the Professional Development Mode of Higher Vocational Pre-school Education Teachers Based on “Internet + Education”

Abstract Under the influence of the Internet + education, teaching methods are obviously diversified, which lays a good foundation for the improvement of teaching quality and efficiency, teaching development, and so on. This paper takes the professional development needs of preschool education teachers as the orientation and establishes the professional development mode of “external scintillation + internal molding” in combination with “Internet + education”. Taking the teachers of preschool education majors in higher vocational colleges in Province Y as the research object, we designed a questionnaire to obtain the relevant data, estimated the parameters of the structural equation model by partial least squares method, and established the PLS-SEM model by combining with the needs of teachers’ professional development. The demographic variables were analyzed for the current situation of teachers’ professional development in senior preschool education, and the influencing factors of teachers’ professional development and their mediating effects were verified in terms of internal factors and external factors. There is no significant difference in teachers’ professional development in terms of gender, and the older the age, the stronger the professional development abilities are. The professional development scores of teachers of different senior preschool education majors are all above 4.1, and the external factors possess a strong mediating effect on teachers’ professional development ability through the internal factors, with a confidence interval of [0.217, 0.735]. Higher-level preschool education needs to focus on teachers’ technical training in order to improve their professional development ability and provide more professional teaching talents for the cause of early childhood education.