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From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness

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Title: From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness
Language: English
Authors: Renyue Shi (ORCID 0009-0009-1543-9861), Xiaoying Chen (ORCID 0009-0009-8353-430X)
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
FullText Text:
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  Data: From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness
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  Data: <searchLink fieldCode="AR" term="%22Renyue+Shi%22">Renyue Shi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-1543-9861">0009-0009-1543-9861</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoying+Chen%22">Xiaoying Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8353-430X">0009-0009-8353-430X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70466
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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        Value: 10.1111/ejed.70466
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      – Text: English
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        PageCount: 15
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      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Professional Continuing Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cultural Context
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      – SubjectFull: Educational Change
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      – SubjectFull: Models
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: China
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      – TitleFull: From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness
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            NameFull: Xiaoying Chen
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