Teacher Professional Development among Preschool Teachers in Rural China

Autor/inn/en	Yang, Yi; Rao, Nirmala
Titel	Teacher Professional Development among Preschool Teachers in Rural China
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 3, S.219-244 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rao, Nirmala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1726844
Schlagwörter	Foreign Countries; Rural Areas; Preschool Teachers; Preschool Education; Faculty Development; Access to Education; Teacher Attitudes; Principals; Administrator Attitudes; Educational Quality; Mentors; Models; Barriers; Rural Urban Differences; Incidence; Educational Needs; Course Content; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Principal; Schulleiter; Quality of education; Bildungsqualität; Analogiemodell; Stadt-Land-Beziehung; Vorkommen; Educational need; Bildungsbedarf; Kursprogramm
Abstract	Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China's largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01