- Title
- New kindergarten teachers' career development trajectories in China : A problem-solving perspective
- Creator
- Wan, Dan; Gu, Rongfang; McLachlan, Claire
- Date
- 2020
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174733
- Identifier
- vital:14913
- Identifier
-
https://doi.org/10.1177/1836939120936008
- Identifier
- ISBN:1836-9391
- Abstract
- Since the 1960s, concerns for beginning teachers have attracted extensive attention. High attrition rates among beginning teachers have been an international challenge, which is costly for a nation's budget. To improve the retention of new teachers, it is imperative to understand what beginning teachers have experienced in their professional practice. This qualitative research examined the career development trajectories of beginning kindergarten teachers in China. The experiences of 23 kindergarten teachers from Nanjing were investigated through semi-structured interviews. Using grounded theory, this research identified four main themes and four career development trajectories. Themes include orientation, mastery, re-examination and self-validation, while career development trajectories reveal that teacher career development is not unilinear, but diverse. These findings are crucial in raising the awareness of researchers and practitioners about the diversities and possibilities of teacher career development trajectories. Further implications for researchers, teacher educators and kindergarten teachers are discussed.; The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by MOE (Ministry of Education in China) Project of Humanities and Social Sciences (Grant Number: 17YJA880025), The 13th Five-year Plan for Educational Science in Jiangsu Province (Grant Number: B-a/2016/01/34), and Excellent Preschool Teacher Preparation Program of MOE.
- Publisher
- SAGE
- Relation
- Australasian Journal of Early Childhood Vol. 45, no. 3 (2020), p. 228-240
- Rights
- Metadata is freely available under a CCO license
- Rights
- Copyright © The Author(s) 2020
- Subject
- 1301 Education Systems; 1303 Specialist Studies in Education; 1701 Psychology; Teacher education; Career development; Kindergarten teachers; New Teachers; Trajectories; Problem-solving perspective
- Reviewed
- Funder
- The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by MOE (Ministry of Education in China) Project of Humanities and Social Sciences (Grant Number: 17YJA880025), The 13th Five-year Plan for Educational Science in Jiangsu Province (Grant Number: B-a/2016/01/34), and Excellent Preschool Teacher Preparation Program of MOE.
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