From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens
Language: English
Published by De Gruyter Open Poland, 2021
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 35.81
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Add to basketItem description from seller
Druck auf Anfrage Neuware - Printed after ordering - The number of kindergartens is swelling in China, particularly private kindergartens, taking up two-thirds of early childhood education institutions nationwide. The quality of teaching in private kindergartens is positively linked to the levels of teachers' professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher's professional competence is one of the vital approaches. Teacher's professional competence can be enhanced via effective CPD activities. Therefore, this study aimed to explore the impacts of CPD activities on Chinese private kindergarten teachers' professional competence and to identify to what extent, teachers can turn their professional competence into practice. A qualitative approach was adopted in this research. 18 kindergarten teachers and three kindergarten principals were selected as participants from three private kindergartens in Shenzhen. The findings showed that CPD activities can profoundly impact kindergarten teachers' professional competence- professional attitude, knowledge, and skills. They can also help teachers to be more inclusive and positive in their teaching. They also enabled teachers to learn various knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children's parents. In addition, it was found that private kindergarten teachers would stay at different stages in turning their professional competence into practice. This process of turning professional competence into practice can be influenced by four levels of factors: teacher-level factors, classroom-level factors, school-level factors, and family-level factors. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers' CPD in China. It also has implications for the practice relevant to private kindergarten teachers, principals, and policymakers. 'From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens' is covered by the following services:- Baidu Scholar- Bayerische Staatsbibliothek- BDS- BoD- Bowker Book Data- CNKI Scholar (China National Knowledge Infrastructure)- Dimensions- EBSCO- ExLibris- Google Books- Google Scholar- Naviga- ReadCube- Semantic Scholar- TDOne (TDNet)- WorldCat (OCLC)- X-MOLAdditionally, the proceedings volume is registered and indexed in the Crossref database and accessible on Amazon.…
Seller Inventory # 9788366675414
- Title
- From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens
- Author
- Xiaojing Liu
- Publisher
- De Gruyter Open Poland
- Publication year
- 2021
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 8366675416
- ISBN 13
- 9788366675414
- Item weight
- 405 grams
- Dimensions
- 283x215x11 mm
The number of kindergartens is swelling in China, particularly private kindergartens, taking up two-thirds of early childhood education institutions nationwide. The quality of teaching in private kindergartens is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aimed to explore the impacts of CPD activities on Chinese private kindergarten teachers’ professional competence and to identify to what extent, teachers can turn their professional competence into practice.
A qualitative approach was adopted in this research. 18 kindergarten teachers and three kindergarten principals were selected as participants from three private kindergartens in Shenzhen. The findings showed that CPD activities can profoundly impact kindergarten teachers’ professional competence— professional attitude, knowledge, and skills. They can also help teachers to be more inclusive and positive in their teaching. They also enabled teachers to learn various knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. In addition, it was found that private kindergarten teachers would stay at different stages in turning their professional competence into practice. This process of turning professional competence into practice can be influenced by four levels of factors: teacher-level factors, classroom-level factors, school-level factors, and family-level factors. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice relevant to private kindergarten teachers, principals, and policymakers.
”From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens” is covered by the following services:
• Baidu Scholar
• Bayerische Staatsbibliothek
• BDS
• BoD
• Bowker Book Data
• CNKI Scholar (China National Knowledge Infrastructure)
• Dimensions
• EBSCO
• ExLibris
• Google Books
• Google Scholar
• Naviga
• ReadCube
• Semantic Scholar
• TDOne (TDNet)
• WorldCat (OCLC)
• X-MOL
Additionally, the proceedings volume is registered and indexed in the Crossref database and accessible on Amazon.
"Synopsis" may belong to another edition of this title.
About the Author
Xiaojing Liu, Beijing Normal University, China.
Yulong Li. City University of Macau, Macao
"About the title" may belong to another edition of this title.
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