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Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think?

By Karen Liang Guo and Yan Yong

Abstract

This paper focuses on early childhood teachers’ professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers’ perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers’ perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers’ learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children’s learning

Topics: professional development, early childhood teachers, China, policy, practice, Education, Pre-Elementary, Early Childhood, Kindergarten Teacher Education, Teacher Education and Professional Development
Publisher: Edith Cowan University, Research Online, Perth, Western Australia
Year: 2013
DOI identifier: 10.14221/ajte.2013v38n6.4
OAI identifier: oai:ro.ecu.edu.au:ajte-1921
Provided by: Research Online @ ECU

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