The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies

Yi Yang*, Nirmala Rao

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

1 Citation (Scopus)

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.
Original languageEnglish
Article number102760
Number of pages10
JournalInternational Journal of Educational Development
Volume99
Early online date21 Mar 2023
DOIs
Publication statusPublished - May 2023

User-Defined Keywords

  • China
  • Early childhood education
  • Policy
  • Teacher professionalism

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