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From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens
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.
Frontmatter
Table of Contents
LIST OF ABBREVIATIONS
ACKNOWLEDGEMENT
1.1 A brief overview of three types of ECE programs in China
1.2 The growth of private kindergartens in China
1.3 Unsatisfactory teaching quality in Chinese private kindergartens
1.4 The changing roles of government in providing CPD service to teachers
1.5 Lack of studies on private kindergarten teachers’ CPD in China
1.6 Research questions and research design
1.7 Significance of the study
2.1 Types of kindergarten teachers’ CPD activities
2.2 Contents of kindergarten teachers’ CPD activities
2.3 Kindergarten teachers’ professional competence
2.4 Kindergarten teachers’ professional competence and practice
3.1 Qualitative research methodology
3.2 Research Design
3.3 Trustworthiness
3.4 Ethical issues
4.1 The key type of CPD activities private kindergarten teachers valued
4.2 Four aspects of core contents in CPD activities
4.3 Impacts of CPD activities on teachers’ professional competence
5.1 Three teachers’ different performance in turning professional competence into practice
5.2 Influential factors for teachers turning professional competence into practic
5.3 Summary
6.1 Understanding on the key type of CPD activities private kindergarten teachers valued
6.2 Understanding of the four aspects of core contents in CPD activities
6.3 Understanding on CPD activities’ impacts on teachers’ professional competence
6.4 Understanding the process of turning teachers’ professional competence into practice
7.1 An overview of the research purpose and process
7.2 Summary of major research findings
7.3 Implications of the study
7.4 Generalisability of the study
REFERENCES
APPENDIX A: INFORMATION SHEET
APPENDIX B: INTERVIEW QUESTIONS FOR KINDERGARTEN TEACHERS
APPENDIX C: INTERVIEW QUESTIONS FOR KINDERGARTEN PRINCIPALS
Frontmatter
Table of Contents
LIST OF ABBREVIATIONS
ACKNOWLEDGEMENT
1.1 A brief overview of three types of ECE programs in China
1.2 The growth of private kindergartens in China
1.3 Unsatisfactory teaching quality in Chinese private kindergartens
1.4 The changing roles of government in providing CPD service to teachers
1.5 Lack of studies on private kindergarten teachers’ CPD in China
1.6 Research questions and research design
1.7 Significance of the study
2.1 Types of kindergarten teachers’ CPD activities
2.2 Contents of kindergarten teachers’ CPD activities
2.3 Kindergarten teachers’ professional competence
2.4 Kindergarten teachers’ professional competence and practice
3.1 Qualitative research methodology
3.2 Research Design
3.3 Trustworthiness
3.4 Ethical issues
4.1 The key type of CPD activities private kindergarten teachers valued
4.2 Four aspects of core contents in CPD activities
4.3 Impacts of CPD activities on teachers’ professional competence
5.1 Three teachers’ different performance in turning professional competence into practice
5.2 Influential factors for teachers turning professional competence into practic
5.3 Summary
6.1 Understanding on the key type of CPD activities private kindergarten teachers valued
6.2 Understanding of the four aspects of core contents in CPD activities
6.3 Understanding on CPD activities’ impacts on teachers’ professional competence
6.4 Understanding the process of turning teachers’ professional competence into practice
7.1 An overview of the research purpose and process
7.2 Summary of major research findings
7.3 Implications of the study
7.4 Generalisability of the study
REFERENCES
APPENDIX A: INFORMATION SHEET
APPENDIX B: INTERVIEW QUESTIONS FOR KINDERGARTEN TEACHERS
APPENDIX C: INTERVIEW QUESTIONS FOR KINDERGARTEN PRINCIPALS