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Pre-Elementary, Early Childhood, Kindergarten Teacher Education
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Policies And Practices Of Professional Development In China: What Do Early Childhood Teachers Think?, Karen Liang Guo, Yan Yong
Policies And Practices Of Professional Development In China: What Do Early Childhood Teachers Think?, Karen Liang Guo, Yan Yong
Australian Journal of Teacher Education
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 …