Exploring pre-service kindergarten teachers’ beliefs about school readiness: A case study in China

This qualitative case study explored pre-service kindergarten teachers’ beliefs about school readiness in China. Using Bronfenbrenner’s Ecological Systems Theory as a framework, semi-structured interviews were conducted with twelve female pre-service kindergarten teachers from different year levels within a teacher education program at a university in mainland China. Thematic analysis revealed three key findings: (1) participants’ conceptualizations of school readiness evolved from academic-focused to holistic perspectives emphasizing social-emotional development as they progressed through training; (2) significant tensions exist between play-based learning philosophies promoted in coursework and cultural pressures for early academic achievement, particularly regarding parental expectations; and (3) participants identified problematic and imbalanced “one-way cooperation” between kindergartens and primary schools, in which kindergartens provided disproportionately more support, thereby limiting the effectiveness of transition practices. The study also found that senior participants demonstrated more sophisticated understanding and practical strategies compared to junior participants, suggesting the significant role of practicum experiences in shaping pre-service kindergarten teachers’ beliefs. These findings have important implications for teacher education programs, particularly in preparing future educators to navigate between policy requirements and societal expectations while supporting holistic child development and promoting school readiness in culturally complex contexts. Copyright © 2025 The Author(s), under exclusive licence to Springer Nature B.V.