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ERIC Number: EJ1014648
Record Type: Journal
Publication Date: 2013-Jun
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0313-5373
Policies and Practices of Professional Development in China: What Do Early Childhood Teachers Think?
Guo, Karen Liang; Yong, Yan
Australian Journal of Teacher Education, v38 n6 Article 6 Jun 2013
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A