Policy Strategies for Advancing Professional Training of Rural Early Childhood Teachers in China
DOI:
https://doi.org/10.52152/3122Keywords:
Early childhood education (ECE), teacher trainings in Chinese rural areas, rural ECE effectiveness, professional development of teachers in rural areas, educational inequality in rural ChinaAbstract
This study analysed the range of opportunities and challenges that are witnessed in the case of professional training of teachers who are engaged in the Early Childhood Education (ECE) in rural areas of Jiangsu, China province. In this research, it has been found that there are significant disparities witnessed in the Jiangsu province in urban and rural areas, as there are a number of challenges that the ECE teachers are experiencing, which in turn has decreased their participation in training programs. Some of the major barriers that have been identified in this research include geographic isolation, lack of localised training that is suitable as per the unique sociocultural factors of rural areas, economic constraints, and greater focus on theory and lacking practical touch. In order to overcome these impediments, the provincial government has launched a special initiative in the form of the ‘Rural Teacher Support Plan,’ which has helped in overcoming the retention challenges; however, the range of different impediments that the rural teachers are experiencing has not been effectively addressed. The findings of the research stressed the significance of localised trainings, whereas the curriculum of the training programs should be designed as per the unique environmental experience in the rural areas of the country. In addition, the research stressed that emerging digital and online technology should be leveraged for such trainings, and particular emphasis should be placed in such trainings on imparting practical skills.
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