Author(s)

Lin Weng ¹

Affiliation(s)

¹ South China Business School, Guangdong University of Foreign Studies and Trade, Guangzhou, Guangdong, 510545, China

Corresponding Author

Lin Weng

ABSTRACT

High-quality preschool teachers are the key to the realization of high-quality preschool education in China. From the perspective of teacher professional development, this paper constructs the model theory of teacher career cycle based on Burke, Fessler and Christensen by comparing the pre-service and post-service practice paths of preschool teacher training in Japan and China, and reflecting on rationality, the author finally puts forward the enlightenment for China's preschool teacher training system: 1. Legislation is necessary to protect and strengthen preschool teachers. 2. Practice is the key to preschool teacher training throughout pre-service and post-service. For example, we should innovate diversified training models, adopt gradual working methods, and carry out targeted training in different groups and levels. In addition, according to different levels of teacher groups, according to the characteristics and needs in different stages of different cycles, according to the basic norms and requirements in actual work, possible authenticity problems and other topics, adopt the training method of self-employed and incentive, and carry out targeted training.

KEYWORDS

Preschool Teachers; Teacher Education; Comparison between China and Japan; Implications

CITE THIS PAPER

Lin Weng, A Comparative Study of Preschool Teacher Education between China and Japan and Its Implications. Transactions on Comparative Education (2024) Vol. 6: 98-107. DOI: http://dx.doi.org/10.23977/trance.2024.060613.

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