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Two themes are emphasized: teachers’ positive reactions to government goals for improving early childhood education, and the complexities of organizational and role structures in ChangChun. Teachers view professional development as supporting employment continuity, easing career insecurity, but not strongly linked to children’s learning.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-6-policies-and-practices-of-professional-development-in-china-what-do-early-childhood-teachers-think/593527/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-6-policies-and-practices-of-professional-development-in-china-what-do-early-childhood-teachers-think/593527.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of the study on professional development in China?","Question",{"text":113,"@type":114},"The study focuses on early childhood teachers’ professional development in China, exploring teachers’ perspectives on policy values, issues, and learning opportunities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What two themes emerge from the participating teachers’ perspectives?",{"text":118,"@type":114},"The study highlights teachers’ positive responses to government aspirations for improving early childhood education and the complexities of organizational and role structures in ChangChun.",{"name":120,"@type":111,"acceptedAnswer":121},"How do teachers connect professional development to their employment and children’s learning?",{"text":122,"@type":114},"Teachers view professional development as oriented toward employment continuity, helping offset career insecurity, while perceiving it as not closely related to children’s learning.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593527,1792162022,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 6 | Article 6 |\n| --- | --- |\n\n2013  \nPolicies and Practices of Professional Development in China: What do Early Childhood Teachers Think?  \nKaren Liang Guo  \nUniversity of Waikato, New Zealand, [kguo@waikato.ac.nz](kguo@waikato.ac.nz)  \nYan Yong  \nDepartment of Early Childhood Teaching and Research, ChangChun Education Bureau, China  \nRecommended Citation  \nGuo, Karen Liang and Yong, Yan (2013) \"Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think?,\"Australian Journal of Teacher Education: Vol. 38: Iss. 6, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol38/iss6/6](http://ro.ecu.edu.au/ajte/vol38/iss6/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss6/6](http://ro.ecu.edu.au/ajte/vol38/iss6/6)  \nAustralian Journal of Teacher Education  \nPolicies and Practices Of Professional Development in China: What do Early Childhood Teachers Think?  \nKaren Liang Guo  \nUniversity of Waikato, New Zealand  \nYan Yong  \nDepartment of Early Childhood Teaching and Research  \nChangChun Education Bureau  \nChina  \nAbstract:This paper focuses on early childhood teachers’ professional  \ndevelopment in China. It reports a study which aims to elicit twelve  \nin-service early childhood teachers’ perspectives of the values and  \nissues of professional development policies and the learning  \nopportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An  \nimportant aspect of the teachers’ perspectives of their professional  \ndevelopment, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to  \ntheir own employment continuity. Teachers’ learning was perceived  \nas a useful means to offset the insecurity of their careers, but not  \nclosely related to children’s learning.  \nIntroduction  \nSince the release of Teacher Law in 1993 (Ministry of Education of China, 1993), professional development of teachers has become a major component of educational reforms in China. The primary goals of the educational authorities have been to develop professional development policies which provide teachers with a set of guides to their learning and development and the frameworks within which teachers gradually improve their pedagogy with children. These reforms brought into prominence a set of policies and practices of teachers’ professional development in the early childhood sector.  \nThis paper uncovers the values and issues of professional development of early childhood teachers from the perspectives of a group of early childhood teachers in China. Early childhood education in China refers to kindergartens and preschools, which “generally cater for children aged from three to six years”(Guo & Qu, 2012, p.12) . Children younger than three are normally cared for in their homes or in the nurseries which are not seen as educational institutions (Zhu & Zhang, 2008) . Despite their educational status, kindergartensand preschools have different structures and systems from the rest of the education system (Zhao & Hu, 2008) . In their article, Hsueh, Tobin and Karasawa (2004) discussed that “early childhood education [in China] is still in its adolescence, growing rapidly but unevenly, full of new found strengths and promise, but also at times confused about what will happen next”(p.467) . The purpose of the present paper is to offer illustrations of some of the promises and issues inherent in the policies and practices of early childhood teachers’ professional  \nVol 38, 6, June 2013 88  \nAustralian Journal of Teacher Education  \ndevelopment in ChangChun, a large city in north","cbCaiowQvKiWSgBF","https://ap.wps.com/l/cbCaiowQvKiWSgBF","pdf",144982,16,"English","# Introduction\n## Policies and Practices in Early Childhood Education\n## Professional Development in Early Childhood Education: A Brief Global Picture\n## Professional Development Challenges and Limitations","[{\"question\":\"What is the main focus of the study on professional development in China?\",\"answer\":\"The study focuses on early childhood teachers’ professional development in China, exploring teachers’ perspectives on policy values, issues, and learning opportunities.\"},{\"question\":\"What two themes emerge from the participating teachers’ perspectives?\",\"answer\":\"The study highlights teachers’ positive responses to government aspirations for improving early childhood education and the complexities of organizational and role structures in ChangChun.\"},{\"question\":\"How do teachers connect professional development to their employment and children’s learning?\",\"answer\":\"Teachers view professional development as oriented toward employment continuity, helping offset career insecurity, while perceiving it as not closely related to children’s learning.\"}]","Australian Journal of Teacher Education - Issue 6 - Policies and Practices of Professional Development in China: What do Early Childhood Teachers Think? | PDF",1792077417]