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ERIC Number: EJ788415
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: Author
ISSN: ISSN-0300-4430
Taiwanese Early Childhood Educators' Professional Development
Hsu, Ching-Yun
Early Child Development and Care, v178 n3 p259-272 2008
This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood educators participated in this study. In-depth interviews were conducted to collect data. Through the description of participants' experiences, it can be said that, for Taiwanese early childhood educators, professional development means those processes that facilitate personal and professional growth in their own self-concept and self-esteem, in working with young children and parents, and in their teaching practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan