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Research Review on Professional Development of Preschool Teachers in China

DOI: 10.4236/oalib.1105643, PP. 1-14

Subject Areas: Education

Keywords: China, Preschool Teacher, Professional Development, Research Review

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Abstract

At present, with the increasing emphasis extent on preschool education in China, preschool education gradually moves from the edge to the center in the entire national education system. And the professional development quality of preschool teachers is the key link and important path for the quality of preschool education development. Take the literatures on the research on professional development of preschool teachers collected by China National Knowledge Infrastructure as samples. The research topics are focused on the four fields of preschool teachers’ professional development, including connotation, professional standards, influencing factors and strategies, and making an in-depth analysis of the research status of the professional development of preschool teachers in China. However, at present, there are still some deficiencies in the research on the professional development of preschool teachers in China. First, the theoretical research on preschool teacher professional development is still shallow, and it still needs to learn from foreign research results. Second, the professional standards of preschool teachers are not strong adaptability, whose operabil-ity is still needed to improve. Third, there is a lack of empirical basis for re-search on influencing factors of preschool teachers’ professional develop-ment; it is urgent to strengthen quantitative research. Fourth, the strategy research of preschool teachers’ professional development lacks practicality, so it is urgent to enhance the effectiveness of research.

Cite this paper

Qiu, Y. and Fu, T. (2019). Research Review on Professional Development of Preschool Teachers in China. Open Access Library Journal, 6, e5643. doi: http://dx.doi.org/10.4236/oalib.1105643.

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