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Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach

Gao, J; Xu, Y; Kitto, E; Bradford, H; Brooks, C; (2021) Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years 10.1080/09575146.2021.1901661. (In press). Green open access

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Abstract

As increasingly more Chinese kindergarten teachers attend continuing professional development (CPD) based on pedagogies of international early childhood education and care (ECEC), it is imperative to explore how to address the well-documented rhetoric/practice dissonance that teachers fail to enact what they learn from CPD to enhance their everyday practice. We used a CPD workshop based on English play-based pedagogy as an opportunity to collect first-hand data from Chinese kindergarten teachers through pre- and post-workshop questionnaires and semi-structured interviews at six-month follow-up, in order to shed light on characteristics of effective CPD provision. The findings suggest that CPD based on international ECEC pedagogies should endeavour to promote Chinese kindergarten teachers’ agency at both collective and individual levels by providing integrated learning that aims at enhancing capability and reflexivity in cultural integration, that is, to integrate international pedagogies with culturally acceptable practices under the regimes of cultural and sociopolitical norms in Chinese ECEC system. Characteristics of integrated learning are proposed. To promote culturally sensitive teacher agency in CPD for Chinese kindergarten teachers has profound implications on building a quality workforce in Chinese ECEC.

Type: Article
Title: Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09575146.2021.1901661
Publisher version: https://doi.org/10.1080/09575146.2021.1901661
Language: English
Additional information: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10123623
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