ERIC Number: EJ1419721
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2731-5525
Exploring Social-Emotional Learning in China: A Mixed-Methods Study with Chinese Early Childhood Teachers
Zhengxing Zong; Weipeng Yang; Yixun Li
Discover Education, v3 Article 14 2024
The present study explored how Chinese early childhood teachers' self-perceptions of their pedagogical content knowledge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. Additionally, this research explored teachers' understanding of their knowledge, beliefs, and attitudes towards SEL. The study involved surveying 167 early childhood teachers using the Pedagogical Content Knowledge Scale and the SEL Beliefs and Attitudes Scales, as well as conducting semi-structured interviews with 10 early childhood teachers. The study found that teachers' pedagogical content knowledge and beliefs towards SEL may differ based on their teaching age and educational background. Nevertheless, there is more complexity to these variations than initially assumed, and comprehending this complexity can provide valuable insights into the teachers' current situation. While teachers demonstrated a positive attitude towards SEL and recognized its significance in promoting children's overall development, they exhibited lower pedagogical content knowledge scores. This deficit was attributed to a lack of well-structured and high-quality professional learning opportunities. In conclusion, this study aimed to reveal the current state of social-emotional learning among Chinese early childhood teachers, thus addressing a perceived deficiency in the existing Chinese empirical literature.
Descriptors: Social Emotional Learning, Preschool Teachers, Pedagogical Content Knowledge, Foreign Countries, Self Concept, Teacher Attitudes, Attitude Measures, Positive Attitudes
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A