Social-Emotional Teaching Practices Questionnaire-Chinese

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

“…Consistent with the domain-specific instructional perspective, in-service PD programs, both in Western and Chinese contexts, often have a domain-specific focus, aiming to promote children's development in particular areas by deepening their teachers' subject and pedagogical content knowledge (e.g., Algozzine et al, 2011;Luo et al, 2021;Piasta et al, 2012;Snyder et al, 2018;Tirosh et al, 2011). For example, literacy-specific PD addresses instructional strategies concerning letter knowledge, reading, and writing (Algozzine et al, 2011;Piasta et al, 2012), while science-, technology-, engineering-, arts-, and mathematics-specific training centers around content knowledge in science, technology, engineering, and maths (Brenneman et al, 2019;Lindmeier et al, 2020;Tirosh et al, 2011).…”

“…PD programs in China also prioritize teachers' content knowledge and their ability to apply this knowledge in classrooms (Yang & Rao, 2021). For example, emotion-specific programs incorporate the areas of emotional expression, emotion knowledge, and emotion regulation (Luo et al, 2021). Drawing on Shulman's (1986) work on content knowledge, this approach emphasizes teachers' deep understanding of the content to be taught.…”

“…It is worth noting that the effect of PD on child development was found to be moderated by the intensity of the training provided (Pianta et al, 2021). Therefore, to enhance children's numeracy and socioemotional development, different training is required, especially considering the deficiency in preservice training in these areas (Patkin & Greenstein, 2020) and the existing misconceptions of socioemotional development of young children (Luo et al, 2021).…”