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Scientific article
English

Cross-cultural research on early childhood teacher education curriculum design

Published inResearch in comparative and international education, vol. 0, no. 0, p. 1-16
Publication date2023-11-03
First online date2023-11-03
Abstract

This study was an attempt to compare the distinctive features in current Early Childhood Teacher Education (ECTE) curricula conducted at two universities, one in China, and one in the US. Document reviews, interviews, and questionnaires shed light on the two different approaches to curriculum design. Two program directors and 25 participants, viewed as “cultural outsiders,” were recruited. Results showed that the US model could be viewed as “deep” learning while the Chinese model was seen as “broad” learning. The US ECTE curriculum focused on a robust connection between general education and professional courses, strong standards, content-centered professional courses, multiple cultures, and more credit for field experience. The ECTE curriculum at the Chinese university provided a wide variety of general education and professional courses, arts-related professional courses, national cultures, and more modalities for field experience. This study also examined the impact of culture and society on the ECTE curriculum design.

eng
Keywords
  • Early childhood teacher education
  • Curriculum design
  • Bachelor degree
  • Cultural outsiders
Citation (ISO format)
HE, Yuan et al. Cross-cultural research on early childhood teacher education curriculum design. In: Research in comparative and international education, 2023, vol. 0, n° 0, p. 1–16. doi: 10.1177/17454999231212548
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ISSN of the journal1745-4999
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