From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness
Saved in:
| Title: | From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness |
|---|---|
| Language: | English |
| Authors: | Renyue Shi (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Adult Education |
| Descriptors: | Early Childhood Education, Early Childhood Teachers, Teacher Effectiveness, Professional Continuing Education, Foreign Countries, Cultural Context, Educational Change, Models, Technological Literacy, Culturally Relevant Education |
| Geographic Terms: | China |
| DOI: | 10.1111/ejed.70466 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Early childhood education plays an important role in developing a child's cognitive, social, and emotional abilities; hence, the ECE should be provided by capable and flexible educators. Continuous professional development is, therefore, indispensable for augmenting the teaching standards. Despite various professional development initiatives undertaken, barriers remain before such professional growth can bring about actual change in teaching practices. Existing studies indicate the need for CPD to be considered in tandem with other factors affecting emotional competence, reflective practice, and contemporary methodologies in ECE. Past studies have developed frameworks for improving teacher self-efficacy, emotional intelligence, and curriculum integration attributed to pedagogic areas such as STEM, arts, and social-emotional learning. To date, though, the frameworks have left a void of a more holistic and China-specific one that takes into consideration the cultural context and educational reforms in China. This research proposes a CPD Transformation Model for the Chinese early childhood education system. The attempt is to investigate how CPD promotes teacher growth along with reflection and other factors of technology literacy and culturally responsive pedagogy. Emphasis is on continuous collaborative teacher learning, with the intent to eliminate the existing gap between policy and its actual classroom application. In the process of developing this model through a six-stage cycle, the study would examine the impact of CPD on teacher effectiveness and children's outcomes, thus revealing the ways in which systematic and culturally relevant professional development can have favourable effects on both teaching and early childhood learning in China. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497783 |
| Database: | ERIC |
| Abstract: | Early childhood education plays an important role in developing a child's cognitive, social, and emotional abilities; hence, the ECE should be provided by capable and flexible educators. Continuous professional development is, therefore, indispensable for augmenting the teaching standards. Despite various professional development initiatives undertaken, barriers remain before such professional growth can bring about actual change in teaching practices. Existing studies indicate the need for CPD to be considered in tandem with other factors affecting emotional competence, reflective practice, and contemporary methodologies in ECE. Past studies have developed frameworks for improving teacher self-efficacy, emotional intelligence, and curriculum integration attributed to pedagogic areas such as STEM, arts, and social-emotional learning. To date, though, the frameworks have left a void of a more holistic and China-specific one that takes into consideration the cultural context and educational reforms in China. This research proposes a CPD Transformation Model for the Chinese early childhood education system. The attempt is to investigate how CPD promotes teacher growth along with reflection and other factors of technology literacy and culturally responsive pedagogy. Emphasis is on continuous collaborative teacher learning, with the intent to eliminate the existing gap between policy and its actual classroom application. In the process of developing this model through a six-stage cycle, the study would examine the impact of CPD on teacher effectiveness and children's outcomes, thus revealing the ways in which systematic and culturally relevant professional development can have favourable effects on both teaching and early childhood learning in China. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70466 |
