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- Gu, Limin, 1963-
(författare)
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Becoming a teacher of young children : student teachers' understanding of professional learning and professional identity
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how student teachers construct the notion of teacher professional identity in relation to their understanding of their future role as teachers of young children. Qualitative data were collected consisting of 61 open-end questionnaires and 5 personal semi-structured interviews. The major findings show that there is an obvious connection between the student teachers’ prior work experiences and their choice of being teacher of young children. In describing their view on teacher profession and professional learning, the student teachers of primary school early years emphasize learning of subject matter and pedagogical knowledge; while student teachers of pre-school focus on the importance of ethic of care and knowledge of child development, and they prefer to identify themselves as pedagogues rather than as teachers. The results also indicate a common sense of viewing teacher’s work as an important, multiple and challenging profession by both groups of student teachers.
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- Gu, Limin, et al.
(författare)
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Case Studies on the Use of Technology in TPD (Teacher Professional Development)
- 2012
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Ingår i: US-China Education Review. A. - : David Publishing Company. - 2161-623X .- 1548-6613 .- 1930-1529. ; 2:3, s. 278-290
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries.
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- Gu, Limin
(författare)
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Chinese Daycare in Cultural Change
- 1996
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Dept. of Education, Umeå Univ.. - 1404-7659. ; 3:4, s. 17-44
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)
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- Gu, Limin
(författare)
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Chinese daycare in cultural change
- 1997
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Ingår i: European Conference On Educational Research, 17-19 September, 1997, Sevilla, Spain.
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Konferensbidrag (refereegranskat)
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- Gu, Limin
(författare)
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Chinese early childhood education in transition
- 2006
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Ingår i: Wingspan : the Pedamorphosis communiqué. - 0892-2659. ; 16:1, s. 30-41
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Tidskriftsartikel (refereegranskat)abstract
- This article is about changes in Chinese early childhood education in recent years. The content, process and outcomes of reform in early childhood education in China have been affected by the national goals of reform, the social context of early educational institutions, their organizational characteristics, family structure, family policy, the specific professional culture of teaching and learning, as well as the global influence. The previous welfare model of kindergarten, which was regarded as one of the outcomes of a socialist system, is being transformed into a new market competitive model to meet a political demand for the marketisation of society. The curricula of early educational program, teachers� attitudes to children, and their professional activities have been re-shaped according to new ideas about the needs and abilities of children, new conceptions of child development and, not least, the new modernisation �knowledge� that gained ascendancy in China.
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- Gu, Limin
(författare)
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Comparison of national preschool curricula in China and Sweden
- 2006
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Ingår i: Proceedings of the Asia-Pacific Educational Research Association International Conference 2006.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sweden and China have different histories and traditions in the field of early childhood education. In the secondary part of the 1990s, both counties adopted national curricula for preschool. The purpose of this study is to compare the preschool education of these two countries at policy and ideological level by examining and analyzing the frameworks and content of the national curricula for preschool within their respective social, political, cultural and pedagogical contexts. The special emphasis is on the similarities and differences in the statements on goals, tasks, and pedagogy for early childhood education in the national official documents. The major result shows that both curricular are goal directed policy documents in forms of regulations or guidelines. No methods for preschool work are stated, which leaves much room for the local and individual implementation. Learning and development of the child are stressed. Play is viewed as the important means for learning of preschool children in both curricula. The Swedish curriculum emphasizes on the fundamental democratic value for preschool, and the perspectives and values of children�s learning and development. The preschool model is based on the premise that children learn and develop in all the contexts in which they are involved. The Chinese curriculum stresses both childcare and education, and the main task of preschool is to promote physical, moral and intellectual development of the child in a harmonious way. The content of educational activities that is selected and organized in a planed way is seen as important. The idea of �respecting children� has been promoted.
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