Teaching Expertise in Three Countries: findings and policy implications from an international comparative study in early childhood education

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Abstract

In this paper, Teaching Expertise in Three Countries project is used as an example to show the significance and contribution of international comparative research and to think about the possible implications for policy in early childhood education. The project studied the development of expertise in preschool teaching in Japan, China, and the United States by employing ‘video-cued multivocal ethnography’ to explore how teaching expertise is defined in each of these countries and what processes help teachers acquire advanced teaching skills. This project has shown similarities and culturally specific notions, in what the participants have to say about characteristics of less and more experienced teachers. These research findings raise issues and challenges in early childhood education that resonate with the situation not only in the three countries but also possibly in other countries, such as problematizing the role of remembering and reflection in professional practice and the value of experience.

Original languageEnglish
Pages (from-to)315-327
Number of pages13
JournalComparative Education
Volume58
Issue number3
DOIs
Publication statusPublished - 2022
Externally publishedYes

Keywords

  • China
  • ethnographic interviews
  • International comparative study
  • Japan
  • preschool teachers
  • professional development
  • teaching experience
  • teaching expertise
  • the United States

ASJC Scopus subject areas

  • Education

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