The development of professional expertise in preschool teaching in Japan, China, and the United States

Abstract

This is a study of the professional development of expertise in preschool teaching in Japan, China, and the United States, focusing on the question of what helps the preschool teachers change over time. The research method used is video-cued interviews. In total, 112 teachers were interviewed (37 in Japan, 32 in China, and 43 in the US). Drawing on interviews I conducted with experienced preschool teachers and directors in three countries, this paper suggests a conceptual framework for making sense of national variations in professional development in early childhood education that is along three continua: from ‘high touch’ to ‘low touch’ influences from authorities and mentors; from an individual versus a collective pursuit; and from motivated more by extrinsic versus intrinsic factors.