Exploring Beliefs Among Chinese Preschool Teachers and Their Associations With Perceived Practices and Process Quality

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: International Perspectives on Enhancing Teacher Beliefs, Collaboration, and Development (Table 8)

Abstract

This study delves into Chinese preschool teachers’ beliefs within Developmentally Appropriate Practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centered approach, 202 preschool teachers in China were analyzed to identify their belief profiles, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They reported higher scores for DAP, and Developmentally Inappropriate Practice, and Context-Appropriate Practice. This finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings.

Authors

• Junlin Wu, Chinese University of Hong Kong - Shenzhen

• Runke Huang, Chinese University of Hong Kong - Shenzhen