e-Pedagogium 2016, 16(2):120-132 | DOI: 10.5507/epd.2016.021

Preschool Teacher Education in China: History, Achievements, Problems and Prospects

Shangwei Li, Changjie Deng
Mgr. Shangwei Li, Institute of Rural Preschool Education, Yibin University, Yibin, PRC, 644007, Ph.D. Student, Institute of Special Education Studies, Palacký University in Olomouc, Žižkovo nám. 5, 771 40 Olomouc, Czech Republic, E-mail: 1967shangwei@163.com
Changjie Deng, Faculty of Education, South-West University, Chongqing, PRC, 400715, E-mail: 1280301722@qq.com

Klíčová slova: preschool teacher education, preschool education, preschool children; rural, China

The purpose of this paper is to sum up the pros and cons of preschool teacher education in China. Preschool teacher education has experienced a century, formed more perfect management system and internal structure, produced some useful research results, and greatly promoted the development of preschool education in China. However, Chinese preschool teacher education has still imperfect management systems and structure, and impertinent practice and research. Therefore, China should further improve ecological environment and structure, enhance the effectiveness of theory and practice in preschool teacher education and pay deeper attention to the rural preschool teacher education in the future.

Zveřejněno: 1. duben 2016  Zobrazit citaci

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Li, S., & Deng, C. (2016). Preschool Teacher Education in China: History, Achievements, Problems and Prospects. e-Pedagogium, 16(2), 120-132. doi: 10.5507/epd.2016.021
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