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- Publisher Website: 10.1016/j.ijedudev.2023.102760
- Scopus: eid_2-s2.0-85150424534
- WOS: WOS:000958808400001
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Article: The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies
| Title | The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies |
|---|---|
| Authors | |
| Keywords | China Early childhood education Policy Teacher professionalism |
| Issue Date | 21-Mar-2023 |
| Publisher | Elsevier |
| Citation | International Journal of Educational Development, 2023, v. 99 How to Cite? |
| Abstract | This study adopts qualitative analysis strategies to examine how national policies (2010–2020) recognize the professionalism of early childhood education (ECE) teachers in China. The results suggest that ECE teachers have lower status than school teachers, as reflected in the differentiated professional qualification requirements and scant attention in national policies. A managerial view of teachers’ professionalism is currently dominant. The ideas of teacher autonomy and collaboration are still emerging and scattered throughout national policies. This study contributes to a more comprehensive understanding of ECE teachers’ professionalism, which has wider implications for countries committed to enhancing their ECE workforce. |
| Persistent Identifier | http://hdl.handle.net/10722/341822 |
| ISSN | 2023 Impact Factor: 2.8 2023 SCImago Journal Rankings: 0.899 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Yang, Yi | - |
| dc.contributor.author | Rao, Nirmala | - |
| dc.date.accessioned | 2024-03-26T05:37:28Z | - |
| dc.date.available | 2024-03-26T05:37:28Z | - |
| dc.date.issued | 2023-03-21 | - |
| dc.identifier.citation | International Journal of Educational Development, 2023, v. 99 | - |
| dc.identifier.issn | 0738-0593 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/341822 | - |
| dc.description.abstract | <p>This study adopts qualitative analysis strategies to examine how national policies (2010–2020) recognize the professionalism of early childhood education (ECE) teachers in China. The results suggest that ECE teachers have lower status than school teachers, as reflected in the differentiated professional qualification requirements and scant attention in national policies. A managerial view of teachers’ professionalism is currently dominant. The ideas of teacher autonomy and collaboration are still emerging and scattered throughout national policies. This study contributes to a more comprehensive understanding of ECE teachers’ professionalism, which has wider implications for countries committed to enhancing their ECE workforce.<br></p> | - |
| dc.language | eng | - |
| dc.publisher | Elsevier | - |
| dc.relation.ispartof | International Journal of Educational Development | - |
| dc.subject | China | - |
| dc.subject | Early childhood education | - |
| dc.subject | Policy | - |
| dc.subject | Teacher professionalism | - |
| dc.title | The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies | - |
| dc.type | Article | - |
| dc.identifier.doi | 10.1016/j.ijedudev.2023.102760 | - |
| dc.identifier.scopus | eid_2-s2.0-85150424534 | - |
| dc.identifier.volume | 99 | - |
| dc.identifier.isi | WOS:000958808400001 | - |
| dc.identifier.issnl | 0738-0593 | - |