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

Yi Yang and Nirmala Rao

International Journal of Educational Development, 2023, vol. 99, issue C

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.

Keywords: Teacher professionalism; Early childhood education; Policy; China (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:99:y:2023:i:c:s0738059323000378

DOI: 10.1016/j.ijedudev.2023.102760

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