Preschool Teachers’ Professional Learning in Taiwan and California

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 2
  In Roundtable Session: Beyond Boundaries: Comparative Explorations of Culture, Education, and Identities

Abstract

This comparative study explores how curriculum quality assessment tools serve as professional development interventions in two Taiwanese nonprofit preschools and one independent preschool in California. While Taiwan emphasizes standardized tools to guide “learning center-based instruction,” California’s independent schools use ECERS-3 voluntarily to foster reflective teaching dialogue. Findings reveal a shift from compliance to teacher agency in both settings, as educators use assessments to inform instructional practice and co-construct pedagogical culture. The study calls for PD systems that balance accountability with teacher-driven, culturally responsive learning communities.

Authors

• ChingWen Huang, Cardinal Tien Junior College of Healthcare and Management

• Chu Hsi Tseng, San Francisco State University

• Mei Wen Lai, Cardinal Tien Junior College of Healthcare and Management