Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality

This study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. A total of 284 Chinese kindergarten teachers self-assessed the quality of their classroom teaching and rated their beliefs of importance for each item. Their self-rating scores were then compared with those of...