10 SES 13 E, Early Childhood Teacher Educator Identity and Continuing Professional Learning: Perspectives from Europe and beyond
Teaching Researchers as teacher educators have been recognized as one of the secrets of Shanghai’s success in PISA 2009 and 2012 (Liang, Kidwai and Zhang, 2016). These teacher educators also work as new professional learning leaders, acting as mentors/coaches at the school/center and system/district levels, which has been one of the key lessons and strategies for successful systems (Jensen et al., 2016). However, Shanghai’s story provided a picture of compulsory education. Very few studies have touched similar issues in the early years, especially how China’s universal preschool policy has changed the landscape since 2010. This study explored how district-level teaching researchers repositioned their professional identity as teacher educators in early childhood education in contemporary China. Using purposeful sampling, 20 full-time professionals were recruited from 98 teaching researchers in 17 districts in Beijing Municipality, to join three focus groups. Step by step data analysis (Given, 2008) with open coding, axial coding and thematic coding was carried out to identify patterns related to challenges since the adoption of a universal preschool policy in 2010. Findings show that teaching researchers have identified some key challenges at the district-level: (1) huge internal gaps in kindergartens; (2) low teacher quality and inefficient induction programs; (3) administrative overload; (4) ambiguous professional roles; (5) balancing child-centeredness and content relevance; (6) lack of professional development; and (7) difficulty communicating across different levels. Teaching researchers also sought to reposition their professional identity as leaders, learners, partners and supporters, researchers, and administrators. Brief discussions about policy implications and better training for teacher educators are included.
Cochran-Smith, M. (2005). ‘Teacher educators as researchers: multiple perspectives. Teaching and Teacher Education, 21, 219–25. European Commission (2013). Supporting teacher educators for better learning outcomes. Brussels: European Commission. Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods (Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412963909 Jensen, B.; Sonnemann, J.; Roberts-Hull, K.; & Hunter, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy. Liang, Xiaoyan, Huma Kidwai, and Minxuan Zhang. 2016. How Shanghai Does It: Insights and Lessons from the Highest-Ranking Education System in the World. Directions in Development. Washington, DC: World Bank. doi:10.1596/978-1-4648-0790-9. License: Creative Commons Attribution CC BY 3.0 IGO Murray, J. & Male, T. (2005). ‘Becoming a teacher educator: evidence from the field’. Teaching and Teacher Education, 21, 125–42.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.