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

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journal contribution
posted on 2013-06-01, 00:00 authored by Karen GuoKaren Guo, Y Yong
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.

History

Journal

Australian journal of teacher education

Volume

38

Pagination

88-102

Location

Perth, W.A.

Open access

  • Yes

eISSN

1835-517X

Language

eng

Publication classification

C Journal article, C1.1 Refereed article in a scholarly journal

Copyright notice

2013, The Authors

Issue

6

Publisher

Edith Cowan University

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