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CORONALOGY: Multidisciplinary Academic Analysis in Perspective of Covid-19

The 4th ICSSED, International Conference of Social Science and Education

CONSUMER

”30 Years of Inspiring Academic Economic Research – From the Transition to Market Economy to the Interlinked Crises of 21st Century”

The 1st Virtual Conference on Social Science in Law, Political Issue and Economic Development

International Conference on Multidisciplinary Research 2021

From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens

Learning Analytics: a Metacognitive Tool to Engage Students

Hasanuddin Conference on Social and Political Sciences (HICOSPOS) 2021

Business, Economic and Sustainability Science (BESS)

1st Virtual Workshop on Writing Scientific Article for International Publication Indexed SCOPUS

2nd SFERE-Provence/AMPIRIC conference on Education, 30 and 31 March 2021, Marseille, France

Thirty years of retail transformation in V4 countries

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<DIV align=justify> 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.

REFERENCES

REFERENCES

Frontmatter

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Table of Contents

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LIST OF ABBREVIATIONS

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ACKNOWLEDGEMENT

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1.1 A brief overview of three types of ECE programs in China

1.1 A brief overview of three types of ECE programs in China

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1.2 The growth of private kindergartens in China

1.2 The growth of private kindergartens in China

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1.3 Unsatisfactory teaching quality in Chinese private kindergartens

1.3 Unsatisfactory teaching quality in Chinese private kindergartens

1.4 The changing roles of government in providing CPD service to teachers

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

1.5 Lack of studies on private kindergarten teachers’ CPD in China

1.6 Research questions and research design

1.6 Research questions and research design

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1.7 Significance of the study

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2.1 Types of kindergarten teachers’ CPD activities

2.1 Types of kindergarten teachers’ CPD activities

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2.2 Contents of kindergarten teachers’ CPD activities

2.2 Contents of kindergarten teachers’ CPD activities

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2.3 Kindergarten teachers’ professional competence

2.3 Kindergarten teachers’ professional competence

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2.4 Kindergarten teachers’ professional competence and practice

2.4 Kindergarten teachers’ professional competence and practice

3.1 Qualitative research methodology

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3.2 Research Design

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3.3 Trustworthiness

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3.4 Ethical issues

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4.1 The key type of CPD activities private kindergarten teachers valued

4.1 The key type of CPD activities private kindergarten teachers valued

4.2 Four aspects of core contents in CPD activities

4.2 Four aspects of core contents in CPD activities

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4.3 Impacts of CPD activities on teachers’ professional competence

4.3 Impacts of CPD activities on teachers’ professional competence

5.1 Three teachers’ different performance in turning professional competence into practice

5.1 Three teachers’ different performance in turning professional competence into practice

5.2 Influential factors for teachers turning professional competence into practic

5.2 Influential factors for teachers turning professional competence into practic

5.3 Summary

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6.1 Understanding on the key type of CPD activities private kindergarten teachers valued

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

6.2 Understanding of the four aspects of core contents in CPD activities

6.3 Understanding on CPD activities’ impacts on teachers’ professional competence

6.3 Understanding on CPD activities’ impacts on teachers’ professional competence

6.4 Understanding the process of turning teachers’ professional competence into practice

6.4 Understanding the process of turning teachers’ professional competence into practice

7.1 An overview of the research purpose and process

7.1 An overview of the research purpose and process

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7.2 Summary of major research findings

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7.3 Implications of the study

{"title":{"xml:lang":"en","content":"7.3 Implications of the study"}}

7.4 Generalisability of the study

{"title":{"xml:lang":"en","content":"7.4 Generalisability of the study"}}

{"title":{"xml:lang":"en","content":"REFERENCES"}}

APPENDIX A: INFORMATION SHEET

{"title":{"xml:lang":"en","content":"APPENDIX A: INFORMATION SHEET"}}

APPENDIX B: INTERVIEW QUESTIONS FOR KINDERGARTEN TEACHERS

APPENDIX B: INTERVIEW QUESTIONS FOR KINDERGARTEN TEACHERS

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APPENDIX C: INTERVIEW QUESTIONS FOR KINDERGARTEN PRINCIPALS

APPENDIX C: INTERVIEW QUESTIONS FOR KINDERGARTEN PRINCIPALS

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Xiaojing Liu, Beijing Normal University, China. Yulong Li. City University of Macau, Macao

 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.

 The number of kindergartens is swelling in China, particularly private kindergartens, taking up two-thirds of early childhood education...

REFERENCES

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