Li, Xuan; (2022) Preschool Teachers’ Mathematics Pedagogy within the Context of Policy Change in Early Childhood Education in Zhejiang Province, China. Masters thesis (M.Phil), UCL (University College London).

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Abstract

The research is set in the context of change in early childhood education policy in China, which has shifted from a largely teacher-centred and direct instruction approach to a more child-centred and play-based pedagogy. This study aimed to understand teachers’ values and beliefs about mathematics learning and teaching and their views about the new policy direction. It also aimed to understand the complexity of teachers’ mathematics pedagogy and to what extent it is a response to the policy change. The conceptual framework for the research adopted four research models. The Pedagogical Model of Siraj-Blatchford et al. (2002) and the Spider Web of Curriculum Dimensions (van den Akker, 2007) informed the framework for analysing both pedagogy and policy. Askew’s three orientations in numeracy inspired how to classify teachers’ differing values, beliefs, and pedagogies (Askew et al., 1997). Alexander’s considerations of good practice were used to examine factors affecting teachers’ mathematics pedagogies (Alexander, 1992). Informed by the research aims and conceptual framework, the research methodology reflected the interpretive research paradigm, adopting a narrative approach to gain in-depth insight into teachers’ perspectives through a series of interviews on their training, planning, and classroom practices. Research findings suggested that teachers’ values, beliefs, and pedagogies reflected varied orientations, combining the characteristics from two or more orientations. Some challenges they faced, including whether to intervene or stand back and difficulties in preparing materials and resources, were related to the orientations emphasised in their practice. The teachers identified a range of pragmatic, political and theoretical factors at national, local, and individual levels that influenced their pedagogies. They indicated they needed to juggle these factors alongside their values and beliefs. Teachers explained that when they tried to implement policies or theories of learning, they met pragmatic challenges, in selecting learning content or in providing appropriate guidance. They reflected that these issues were often related to limitations in their assessment practices. These findings suggest implications for policy and teacher education, in particular the needs for greater guidance on assessment and more training focused on implementing policy in context.

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