Early childhood teacher education in China

Yong JIANG, Li-juan PANG, Jin SUN

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter critically reviews the unique teacher education system in the People’s Republic of China (PRC), analyzes recent developments in teacher education, and considers the challenges facing early childhood educators. The People’s Republic of China (PRC) has undergone dramatic changes and fundamental reforms since the enactment of the “open door” policy in the 1980s. A remarkable increase has been observed in the quantity of early childhood settings and educators. Improvements have been made in quality of early childhood services, and the academic and professional qualifications of teachers have been enhanced. The Chinese government wants to universalize high-quality early childhood education (ECE) by 2020. To achieve this target, millions of teachers have to be recruited, trained, and receive professional development opportunities. Accordingly, new training modes, enhanced professional training opportunities, and better-defined teacher competences and skills are needed. National strategies to address these challenges are considered in this chapter. Copyright © 2017 Springer Science+Business Media B.V..
Original languageEnglish
Title of host publicationEarly childhood education in Chinese societies
EditorsNirmala RAO, Jing ZHOU, Jin SUN
Place of PublicationNew York
PublisherSpringer Berlin Heidelberg
Pages85-100
ISBN (Print)9789402410037, 9789402410044
DOIs
Publication statusPublished - 2017

Citation

Jiang, Y., Pang, L.-j., & Sun, J. (2017). Early childhood teacher education in China. In N. Rao, J. Zhou, & J. Sun (Eds.), Early childhood education in Chinese societies (pp. 85-100). New York: Springer Berlin Heidelberg.

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