Development and validation of the Chinese kindergarten teacher quality scale in Shanghai

Lan, Sufen; Yong, Jiang; Di, Huijuan; Li, Hui; Zhou, Jie; Li, Fang

doi:10.1016/j.childyouth.2021.106272

Cited by 6 publications

(5 citation statements)

References 42 publications

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“…First, this study found that job position and teaching experience were crucial predictors of Chinese kindergarten teachers' learning and development. Specifically, this finding indicated that a higher job position corresponds to a higher TLD level, which confirmed the previous result that job position positively predicts teacher quality [67]. On the one hand, this could be because job promotion can motivate teachers to continue development by meeting their spiritual and material needs [68].…”

Section: Factors Influencing Kindergarten Teachers' Learning and Deve...supporting

confidence: 87%

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

et al. 2023

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This study examined Chinese kindergarten teachers’ learning and development (CKTLD) using a newly developed and validated instrument, the CKTLD scale. Altogether, 1170 kindergarten teachers who were randomly sampled from ten provinces in China participated in the survey. First, exploratory and confirmatory factor analyses confirmed a seven-factor structure: motivation, information literacy, cultural literacy, reflection, career planning, teacher collaboration, and belief and mission, thereby indicating that the CKTLD scale was reliable and valid. Second, descriptive statistics showed that the overall status of kindergarten teachers’ learning and development was below average in China; meanwhile, the level of motivation ranked the highest, while that of information literacy and cultural literacy were lower. Third, hierarchical regression analysis revealed that job position and teaching experience were critical predictors of teachers’ learning and development, after controlling for personal and family factors. The findings indicate the necessity of reforming teacher education and providing school support to enhance kindergarten teachers’ learning and development. Further, this study broadens the research framework and provides a valuable tool with which to evaluate kindergarten teachers’ learning and development in China and other countries.

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Section: Factors Influencing Kindergarten Teachers' Learning and Deve...supporting

confidence: 87%

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

et al. 2023

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“…2024, 3, FOR PEER REVIEW 12 Figure 9 shows the links between two types of nods i.e., authors and keywords. The interesting finding is that in the network there were seven articles [46,52,[56][57][58]60,61] which were not directly connected to others with any of their keywords. However, 17 articles [2,14,[42][43][44][45][47][48][49][50][51][53][54][55]59,62,63] were directly connected with keywords such as character education, practical wisdom, self-awareness, well-being, sustainability, higher education, pedagogy, wisdom pedagogy, immigrant, spirituality, and university.…”

Section: Bipartite Network Analysismentioning

confidence: 99%

“…It was interesting to find different types of 'pedagogies' in the articles such as 'sustainability pedagogy' [51], 'leadership pedagogy' [46], 'contemplative pedagogy' [45], 'cultural existentialism pedagogy' [56], and 'sport pedagogy' [48]…”

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confidence: 99%

Rise of Wisdom Pedagogy Research in Higher Education (1980–2022): A Systematic Literature Review

Jakubik

2024

Trends in Higher Education

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This paper explores: How has wisdom pedagogy research emerged in higher education during 1980–2022? This study is the first to explore the emergence of wisdom pedagogy research in higher education applying Bipartite network analysis for detecting clusters of 24 wisdom pedagogy articles of 53 authors and 161 keywords. Results are visualized with WoS analytics, word-clouds, and with Bipartite network. Wisdom research in higher education is two decades late compared with other disciplines. In higher education n= 524 wisdom, n = 33 wisdom pedagogy publications were detected in the Web of Science Core Collection database. This paper analyzed n = 24 wisdom pedagogy articles published during the 1980–2022 period. There were only two articles found dealing directly with wisdom pedagogy. Therefore, this study has several further research implications for educational researchers. Firstly, they need to conduct a more comprehensive search for wisdom pedagogy models by extending the scope of this study to other databases, books, book chapters, and to conference papers. Secondly, they need to synthesize and theorize their findings by building a wisdom pedagogy model. Thirdly, researchers need to develop detailed guidelines for educational practitioners on how to apply wisdom pedagogy in practice. This study is only at the beginning of this journey. However, it would be important for educating students with wisdom pedagogy in higher education because it would facilitate students’ thinking, judgements, and actions based on their moral and ethical values in a highly interconnected and complex world.

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“…The performance scores are relatively low when it involves the cognitive categories of mobilization, motivation, and promotion under the utilitarian principle of voluntary social responsibility [ 59 ]. On the other hand, in the current management system of Puhui kindergarten, it is more difficult for parents to understand the situation of their children at school, and even if they know the problem, they have nowhere to give feedback.…”

Section: Recommendations For Improving the Social Responsibility Of P...mentioning

confidence: 99%

“…It is needed to give full attention to the government's inescapable bottom-line responsibility and attach importance to the transfer function of social responsibility and mutual aid charity to strengthen the social responsibility system. The performance scores are relatively low when it involves the cognitive categories of mobilization, motivation, and promotion under the utilitarian principle of voluntary social responsibility [59]. On the other hand, in the current management system of Puhui kindergarten, it is more difficult for parents to understand the situation of their children at school, and even if they know the problem, they have nowhere to give feedback.…”

Section: Plos Onementioning

confidence: 99%

Assessment of the status quo of social responsibility performance of inclusive kindergartens: Evidence from China

et al. 2022

PLoS ONE

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China is determined to accomplish universal preschool education by asking the kindergartens to participate in social responsibility programs. This study intends to assess the level of participation of inclusive kindergartens in social responsibility programs. This study uses the Delphi expert method, integrated ISO26000 International Standard Guidelines for Social Responsibility, CSR (Corporate Social Responsibility) Scale, and the characteristics of the preschool education industry to construct a social responsibility evaluation model for inclusive kindergartens. It includes five dimensions (responsibility management, customer responsibility, employee responsibility, social service, and organizational responsibility) to show the social responsibility status of kindergartens. Data was collected from 832 respondents from 27 provinces, cities, and regions in China. This study reveals that the overall performance of social responsibility of inclusive kindergarten (3.67) is better, while organization responsibility (3.91) shows the highest performance. In comparison, customer (3.63) and staff responsibility (3.63) deliver average performance, and responsibility management (3.56) offers lower performance. The statistical analysis shows that the nature of kindergartens, whether inclusive or not, the number of classes, years of establishment, the distribution area, and performance are different. Kindergartens should have certain social values, including specific behaviors and participating in social activities in the spirit of social service. They should ensure preschool teacher’s professional and vocational development through multiple subjects’ synergetic governance. In addition to fulfilling the teachers’ social responsibility and professional development, the findings can put forward the cooperation with the government, social organizations, and kindergartens to improve teachers’ professional quality and social responsibility.

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Development and validation of the Chinese kindergarten teacher quality scale in Shanghai

Cited by 6 publications

References 42 publications

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

Rise of Wisdom Pedagogy Research in Higher Education (1980–2022): A Systematic Literature Review

Assessment of the status quo of social responsibility performance of inclusive kindergartens: Evidence from China

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