A Comparative Study of Pre-Service Education for Preschool Teachers in China and the United States

Autor/inn/en	Gong, Xin; Wang, Pengcheng
Titel	A Comparative Study of Pre-Service Education for Preschool Teachers in China and the United States
Quelle	In: Current Issues in Comparative Education, 19 (2017) 2, S.84-110 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Foreign Countries; Comparative Education; Preservice Teacher Education; Preservice Teachers; Preschool Teachers; Associate Degrees; Bachelors Degrees; Informal Education; Educational Trends; Educational Change; Early Childhood Education; Case Studies; Educational Background; Online Courses; Teacher Qualifications; Practicums; China; United States; New York; California; Nebraska + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; 'Bachelor''s degrees'; Bachelor-Studiengang; Informelle Bildung; Nichtformale Bildung; Bildungsentwicklung; Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Case study; Fallstudie; Case Study; Vorbildung; Online course; Online-Kurs; Lehrqualifikation; Practicum; Praktikum; Praktika; USA; Kalifornien
Abstract	This study provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data), we compare two areas of pre-service training: (1) the formal system; (2) the informal system. In the formal system, most of the Chinese preschool teachers are trained in secondary education school but and the system is shifting towards higher reliance on associate degree programs in higher education, whereas the majority of American preschool teachers receive pre-service education in bachelor's degree and associate degree programs. US has relied more on the formal system to cultivate preschool teachers, while China has to rely on some informal pre-service training to candidates without early childhood background, especially for places with preschool teacher shortages. Trends for possible reforms in the two countries and lessons for elevating preschool teacher preparation are discussed. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01