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Policies and practices of professional development in China : what do early childhood teachers think?

Guo, Karen Liang and Yong, Yan 2013, Policies and practices of professional development in China : what do early childhood teachers think?, Australian journal of teacher education, vol. 38, no. 6, pp. 88-102, doi: 10.14221/ajte.2013v38n6.4.

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Title Policies and practices of professional development in China : what do early childhood teachers think?
Author(s) Guo, Karen Liang
Yong, Yan
Journal name Australian journal of teacher education
Volume number 38
Issue number 6
Start page 88
End page 102
Total pages 15
Publisher Edith Cowan University
Place of publication Perth, W.A.
Publication date 2013-06-01
ISSN 1835-517X
Summary 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.
Language eng
DOI 10.14221/ajte.2013v38n6.4
Field of Research 130199 Education Systems not elsewhere classified
13 Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, Edith Cowen University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080775

Document type: Journal Article
Collections: School of Education
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