Chinese and American preschool teachers’ beliefs about early childhood curriculum

Abstract

This study examined the consistency of Chinese preschool teachers' curriculum beliefs and selfreported practices, similarities and differences between American and Chinese teachers' beliefs, and associations between teachers' personal, professional and socio-cultural characteristics and curriculum beliefs. A total of 296 Chinese teachers and 146 American teachers completed the Teacher Beliefs Scale and the Teachers' Background Information Questionnaire. Chinese teachers also completed the Instructional Activities Scale. Also, 10 teachers in each country were interviewed in depth. Principal components analyses revealed three reliable factors with similar structures for both Chinese and American teacher beliefs. However, a discriminant analysis indicated significant crossnational differences in teachers' level of endorsement of specific beliefs. Moderate associations were found between Chinese teachers' curriculum beliefs and self-reported practices. Chinese teachers' general education, professional training, location of school, and class sizes were all significantly associated with their beliefs. For American teachers, only the general education level was related to curriculum beliefs.

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

“…If one uses majors or degrees as rough approximations, it seems as if preschool teachers with higher education levels or with specialized early childhood training agreed more strongly with appropriate teaching and learning beliefs (McMullen 1998;Wang et al 2008). It is important though to broaden this insufficient state of research by examining the relation of specific educational characteristics to prospective preschool teachers' beliefs.…”

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

“…Teachers have their thought processes in their mind gained through their own personal practical experiences which may differ from those in curriculum principles and concepts taught in education and child development courses (Ableser, 2003;Spodek & Saracho, 1999;Wen, Elicker, & McMullen, 2011 (Howe, Jacobs, Vukelich, & Recchia, 2012;Hyson, 2003;Hyun & 2001;Rice, 2003). In addition, studies carried by Dedeoğlu and nlat (2012) in Turkey, Nganga (2009) in Kenya, Ejuu (2012) in Uganda, Kweka et al (2000) and Mtahabwa (2007) in Tanzania, Li et al (2011) in China, Wood (2004 in England, Tayler (1991) in Australia, William and Charles (2008) in Caribbean, Wang et al (2008) in China and America, recommended that concerned…”

Teacher-Guided Play: Implications for Chinese Early Childhood Education in the Context of Curriculum Reform

“…Wang et al [18] found that government regulation was a top factor considered by Chinese teachers to influence their teaching practice. The official preschool curriculum has complex effects on teachers' practice of play.…”

“…In the level of early childhood education, the basic themes of the curriculum reform are catering to individual development, focusing on all-around development, and emphasizing appropriate development at appropriate stages [11,18].Play, which is "at the heart of developmentally appropriate early childhood programs", and "should be at the center of every curriculum" [19], is highlighted in Chinese preschool curriculum reform.…”