In China, educators have paid more attention to the curriculum
reform than to the teacher preparation and professional
development. The conflict between traditional values and the
urgency of social changes compounded by the lack of understanding
about psychological effects of these changes on Chinese teachers
complicates the transformation process for education reform in
Chinese society. This study investigated how a group of 20 teachers
at a Chinese children welfare institution adapted Western
educational concepts to transform their Chinese teaching practice.
This study followed these teachers for the 12 months after their
training to investigate how they addressed cultural and pedagogical
conflicts when applying their training in practice and the changes
that had occurred in the first year. This study hopes to benefit
the educators in the cross-cultural teacher preparation field
regarding the professional well-being of teachers working during
times of rapid social changes. It is also useful for early
childhood educators and professionals who work with the children at
high risk as well as the children in Chinese welfare institutions.
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