Implementing competence-based kindergarten teacher education in China : a case study of Hubei University of Arts and Science

Abstract

In 2012, the Chinese Ministry of Education (MOE) issued the National Kindergarten Teacher Professional Standards (Hereinafter referred to as National Standards), which highlights 62 specific standards for kindergarten teachers, in three dimensions: professional concepts and ethics; professional knowledge; and professional competencies. Notably, 27 of these standards (43%) address kindergarten teachers’ competence. However, available research on kindergarten teachers’ competencies have often focused on explaining each standard and the background of the National Standard; little research has been done on the topic of competence-based kindergarten teacher education. Therefore, this study aims to explore, using the theory of Competence-based Education (CBE), the current implementation of kindergarten teacher education in HEIs. This study conducts a case study in Hubei University of Arts and Science (Hereinafter referred to as the University), which has more than 60 years' experience in teacher education. A mixed-methods approach involving two forms of triangulation was employed in this study – a triangulation of data sources (participants), and a triangulation of methods (questionnaires, interviews, and observation). Five groups – consisting of 115 students, 10 educators, 110 graduates, 90 kindergarten teachers, and 10 principals, respectively – participated in the study. The results of this study show: (a) differences in each participant group’s understandings of the National Standard; (b) differences in students’ and kindergarten teachers’ evaluations of each competency requirement; (c) students’ and educators’ satisfaction with the current instructional model; and, (d) the implementation of internship. Additionally, the study discusses the quantitative and qualitative findings more deeply regarding the implementation of the National Standard, teaching and learning, learning outcomes, cooperation between HEIs and kindergartens, policymaking, and financial support. To conclude, this study may be of importance in explaining the complex relationships among each stakeholder in kindergarten teacher education in HEIs, based on Bronfenbrenner’s ecological system theory, as well as in providing valuable methodologies and instruments for further study of kindergarten teacher education. More specifically, this study could serve to reinforce the implementation of the National Standards from the views of satisfaction survey system and the teaching quality assurance system for kindergarten teacher education in HEIs.