Early childhood teachers’ learning in professional learning communities: A case study in Mainland China

• In Event: Exploring the Evolution of Professional Learning Communities Within Chinese Cultural Contexts

Abstract

This qualitative case study investigated the learning of Chinese early childhood teachers (ECE teachers) learn in professional learning communities (PLCs). The study identifies a predominant top-down, institutionalized learning pathway, which is supplemented by a bottom-up, social learning pathway. Within the two learning pathways, exploration and exploitation are intricately intertwined. Furthermore, the study demonstrates that the learning processes of Chinese ECE teachers in PLCs are differentiated by professional stage (novice, experienced, and expert) manifesting in distinct patterns, including technical-oriented learning, practical-oriented leaching, and transformative-oriented learning, each addressing teachers’ specific developmental needs. These findings provide a nuanced understanding of how ECE teacher learning unfolds within PLCs, particularly in the Chinese sociocultural context.

Authors

• Han QIN, Capital Normal University

• Hongbiao Yin, The Chinese University of Hong Kong