Promoting Village-Level Teachers' Teaching Skills through Quality-Enhancing Educational Interventions - A Randomized Controlled Study

• In Event: Long-Term Impacts of Early Childhood Education Interventions in Rural China

Abstract

Theoretical Framework
This study addresses the challenge of improving teaching quality in rural Chinese preschools through a tailored, low-cost intervention program. The research is grounded in the understanding that teacher quality is crucial for early childhood education, particularly in resource-constrained settings. Recognizing that traditional professional development methods successful in developed regions may not be feasible in rural China, the study aimed to design an intervention balancing effectiveness with practicality. The theoretical framework emphasizes the importance of context-specific interventions and the potential of remote guidance and resource-based training to enhance teaching practices in economically disadvantaged areas.

Methods
The study employed a randomized controlled trial design in collaboration with the "One Village One Preschool" (OVOP) project in a southwestern mountainous region of China. Fifty-four village-level kindergarten teachers were recruited and randomly assigned to experimental and control groups. The experimental group received a six-month intervention named CEREC, comprising a three-day face-to-face workshop, 60 picture book-related activity designs, and daily remote guidance via social media. Data collection involved pre- and post-intervention video recordings of language/picture book reading classes, along with demographic questionnaires. These 20-minute video recordings were systematically coded to analyze teacher-child interactions, focusing on aspects such as the nature of questions asked, feedback provided, and overall interaction patterns (Figure 1).

Results
The study revealed significant improvements in the experimental group's teaching practices. Teachers who received the CEREC intervention demonstrated statistically significant enhancements in several key areas. Treatment teachers asked more educational questions (Effect Size = 0.74 SD) and provided more educational follow-up inquiries (Effect Size = 0.81 SD). There was a reduction in the use of closed-ended and "either-or" questions (Effect Size = 0.62 SD). A marked decrease in negative feedback, such as criticism or ignoring children's responses, was also observed (Effect Size = 1.31 SD). These improvements indicate a shift towards more engaging and supportive teaching practices, potentially enhancing the quality of early childhood education in these rural settings.

Discussion
The study's significance lies in its demonstration of the efficacy of a low-cost, primarily online professional development program in improving teaching quality in resource-constrained settings. It provides empirical evidence for a novel approach to teacher professional development, potentially applicable in other developing regions facing similar challenges. The research contributes to the broader discourse on educational equity, showing that targeted interventions can help bridge the quality gap between urban and rural education. The success of the remote guidance component is particularly noteworthy, suggesting possibilities for leveraging technology to overcome geographical barriers in teacher training. The research opens avenues for further investigation into the long-term impacts of such interventions on student outcomes and the potential for adapting this model to different cultural and educational contexts. Future research could focus on the long-term sustainability of these improvements and their impact on children's developmental outcomes, further solidifying the importance of targeted interventions in enhancing early childhood education in rural settings.

Authors

• Catherine E. Snow, Harvard University

• Si Chen, The Chinese University of Hong Kong

• Peizhi Wen, PACE Research Institute