Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality
Bibliographic Data
| ID | 21496550 |
|---|---|
| Authors | Junlin Wu (0009-0007-0021-4817, School of Humanities and Social Science, The Chinese University of Hong Kong - Shenzhen, China), Runke Huang (0000-0001-9126-8405, School of Humanities and Social Science, The Chinese University of Hong Kong - Shenzhen, China, corresponding author) |
| Year | 2024 |
| Pages | 1-20 |
| Publication date | 2024-10-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2414907 |
| OpenAlex | W4403491317 |
| Language | EN |
| References cited | 46 |
This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They also reported higher scores for both DAP and developmentally inappropriate practice (DIP). This paradoxical finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings
Mathematics education · Pedagogy · Computer Science · Early Childhood Education and Development · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Preschool in Three Cultures Revisited
International Handbook of Research on Teachers' Beliefs
The Person Approach
Modeling Unobserved Heterogeneity Using Latent Profile Analysis
Finite Mixture Models
Finding latent groups in observed data
Teachers’ Beliefs and Educational Research
Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality
Early Childhood Curriculum Reform in China
Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)
Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey
Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices
Capturing quality in early childhood through environmental rating scales
Head Start teachers’ beliefs about language and literacy instruction
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
On the road to participatory pedagogy
| Highly cited | No |
|---|