e-Pedagogium 2016, 16(2):120-132 | DOI: 10.5507/epd.2016.021
Preschool Teacher Education in China: History, Achievements, Problems and Prospects
- 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, ®i¾kovo 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
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.
Keywords: preschool teacher education, preschool education, preschool children; rural, China
Published: April 1, 2016 Show citation
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