A Case Study of Chinese Kindergarten Teacher Beliefs and Practices

• In Event: 29.054 - Right From the Start: Teachers Engaging Young Children as Thinkers and Learners

Abstract

The Guide (2001) in China incorporated statements which were based on Western curriculum philosophies. However, limited research has been conducted to understand teacher beliefs and practices. This case study presents findings and discussions of three Chinese teachers’ beliefs and practices regarding The Guide. The study shows that although the participants’ self-report beliefs were consistent with the main requirements in The Guide, their beliefs were to some extent different from their teaching practices. In addition, the teachers’ beliefs are mostly personally derived, and the kindergarten had a great influence on their beliefs. The findings provide suggestions for policy makers, teacher educators and future researchers.

Author

• Zitong Wei, China Women's University