A Practical Exploration of Teacher Training for Child Reading Education in China: A Case Study of Qinjinmuyu’s “Reading Teacher Professional Competence Certification” Program
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Published
Dec 30, 2024
Abstract
Recent decades have witnessed growing attention to child reading education, but research on reading teacher training remains scarce, constituting an impediment to the further advancement of reading instruction. This study seeks to explore the paths to improving reading teachers’ professional competence via structured training, using Qinjinmuyu’s “Reading Teacher Professional Competence Certification” program as an example. Based on Qinjinmuyu’s reading teacher professional competence framework, the program developed a training pattern with the four major procedures: reading training, reading instruction knowledge training, reading instruction practice, and assessment. The program’s effects were also examined through questionnaires and interviews. The results reveal that the teachers who successfully completed the training course made significant progress in their knowledge of child literacy, reading curriculum design, and reading instruction techniques.
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Keywords
Child Reading, Reading Teacher, Reading Teacher Training, Qinjinmuyu
Supporting Agencies
No funding sources declared.
References
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Chen, J. (2021). The factors Influencing the reading instruction competence of secondary Chinese language teachers (master’s thesis). Northwest Minzu University. DOI: https://doi.org/10.27408/d.cnki.gxmzc.2021.000012
Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105. DOI: https://doi.org/10.1080/19388071.2012.754520
Cruickshank, D. R., & Metcalf, K. K. (1990). Training within teacher preparation. In W. R. Houston (Ed.), Handbook for research in teacher education (pp. 469–497). New York: Macmillan.
Feng, L. (2024). Reading promotion services of public libraries: From the perspective of child reading. Library. Available at: http://kns.cnki.net/kcms/detail/43.1031.G2.20240919.1314.010.html
Hoffman, J., & Pearson, P. D. (2000). Reading teacher education in the next millennium: What your grandmother’s teacher didn’t know that your granddaughter's teacher should. Reading research quarterly, 35(1), 28-44. DOI: https://doi.org/10.1598/RRQ.35.1.3
Hong, M. (2010). Reform and innovation of teaching qualification certification in the United States: An analysis of ABCTE’s roles and its design of teaching certificates. Studies in Foreign Education, 37(8), 18-23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Ql65-UVGdy7DTYnA-_1SHuboKtNCsYV8OaQh-Mj4Qxv8A_xOgGD--hWREXEdW9CC_mdyh3uVF-SqhMeP61lKOlVMgjc94eQbcnBsnHAp_LbTTq1S8-lw1DCwTl5zgnyPIYfuxDHbBOhNkCBUpQk2tgzJ8mBV3OrECDaml34hX0EGQ==&uniplatform=NZKPT&language=CHS
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Li, G. (2022). How the Teachers Increase their Knowledge on Education (master’s thesis). Huazhong Normal University. DOI: https://doi.org/10.27159/d.cnki.ghzsu.2022.001572
Li, J., Zhai, Q., & Niu, X. (2024). A new perspective on child reading education: Insights from cognitive neuroscience. Primary School Chinese, 2024(4), 4-12. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Qm20oFKF6gl-_4TBGtVzcphzZBJYVqIXxH2uGflmtLqUdxeDM9vyAu0Kqk92fRkSNg47PvC3hOak3BNuXAltv9Cl9fKK-NhUiXMZNL9a94LVfynIDpFJht3YeRD8E_DdWl6DKZzEXwK6NmDgp1f94-IyPghWn_Mwt-7DTjI1PXgmQ==&uniplatform=NZKPT&language=CHS
Li, R. (2011). The transfer of reading competence to reading instruction in novice teachers. Bulletin of Chinese Language Teaching (D), 2011(6), 23-25. DOI: https://doi.org/10.13525/j.cnki.bclt.2011.06.006
Li, Y. & Dong, Q. (2004). Environmental factors influencing the development of reading and writing abilities in early years. Psychological Science, 2004(3), 531-535. DOI: https://doi.org/10.16719/j.cnki.1671-6981.2004.03.005
McKool, S. S., & Gespass, S. (2009). Does Johnny’s reading teacher love to read? How teachers’ personal reading habits affect instructional practices. Literacy research and instruction, 48(3), 264-276. DOI: https://doi.org/10.1080/19388070802443700
Ministry of Education of China. (2017). The Guidelines for Pre-primary, Primary and Secondary Teacher Training Courses (Chinese Language Teaching in Compulsory Education). Available at: http://www.moe.gov.cn/srcsite/A10/s7034/201712/t20171228_323255.html
Ministry of Education of China. (2023). The Action Plan for Promoting Reading in Chinese Adolescents and Children. Available at: http://www.moe.gov.cn/srcsite/A06/s7053/202303/t20230328_1053070.html
Morris, D. (2015). Preventing early reading failure: An argument. The Reading Teacher, 68(7):502-509. DOI: https://doi.org/10.1002/trtr.1346
National Board for Professional Teaching Standards. (2012). Literacy: Reading-Language Arts Standards. Available at: https://www.nbpts.org/wp-content/uploads/2017/07/EMC-LRLA.pdf
Porter, S. B., Odegard, T. N., Farris, E. A., & Oslund, E. L. (2024). Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension. Reading and Writing, 37(8), 2007-2023. DOI: https://doi.org/10.1007/s11145-023-10448-w
Strickland, D., Snow, C., Griffin, P., Burns, M. S., & Peggy, M. (2002). Preparing Our Teachers: Opportunities for Better Reading Instruction. DOI: https://doi.org/10.17226/10130
Tang, J. (2024). Children’s Libraries: Enjoying the beauty of reading. Cultural Industry, 2024(27), 154-156. https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QmTBDo57YAd-Vritpwj9TzFDNXfUv-tRhdHqEc54j7vHP66kvCnpurAKf2IkouCW8N9teAszV1EzKi2z9MaHwF4Sw6T7UXtEzC1ZRPWOqbGhETVJKL4hF-eecqtv3MUWfmIhjOM5ZmKVW3eOUEWX9d5WQFwEgDw8mQyaf2Qq7jrGQ==&uniplatform=NZKPT&language=CHS
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512-514. DOI: https://doi.org/10.1126/science.1186149
Xu, D. (2023). Implementing leveled reading in Chinese and promoting the construction of reading-valued campuses. Hunan Education (B), 2023(5), 28-31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QnQrs_jwuCE6JrWjDcF918XXjoPdYdVwffGj_uJWHDvxJWGbP4o23wzde0ddgKvQq43lxV05TnFbY4aCgqZl0MS-dsn1z5g61KsXFA3AuvLVpYBkqf07k9MelUfwaJSujV4G5GJ9V_Wr0GSCNasON6UB12DREdpmFoePA9f5RbLKA==&uniplatform=NZKPT&language=CHS
Xu, S. (2023). The development of child reading education in China: The current state and prospects. Science-Technology and Publishing, 2023(5), 6-12. DOI: https://doi.org/10.16510/j.cnki.kjycb.20230522.001
Ye, L. (1998). Teacher professsional competence in the new century. Educational Research and Experiment, 1998(1), 41-46+72. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Qk7kZ2n1_mQ84D5oSDUUJxumgTk3C-JgYEiHc3lxOllevn4npfHQ9tb81o83DAx_O2dGDj-UEZuZpdJxNZObewEEqWmJvPNo6DTB8oB-ll1leMSop8ibaZeH4utuF5l_r2GTZZWzu6GbBg5tHT7G_yuFkWouXCmvVgwplqzCtrzAA==&uniplatform=NZKPT&language=CHS
Zheng, L. (2024). How reading advances professional development of the teachers: Using Fengnan District in Tangshan City as an example. Basic Education Forum, 2024(8), 12-14. https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QlKvMHWvxtmEP2uV9n8mM8KJwdJFqNSTueIZ2zPdo7081Tf2udmDo_FmXXDx9_ZktdhX14s3lDfh27M4o50vCOKrh1wm9wtSrMglb6-ylG-YpA3hvxf84ClKx6b92MN4tDfcmy5XDVRP0KwRh4upFyUP_qQD3KtFYRxnQGYXaOBwA==&uniplatform=NZKPT&language=CHS
Zhong, C. (2020). Main ideas of the Opinions on Promoting National Reading. Journal of China Publishing, 2020(22), 3-5. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QlmLYDRa3UStJnQAIdcdw8tR56pBP2cyU70wI8dFyW_l3VITHm866-GZG9c-rGCtYYXj-oNLpnqCFihxrGKTAYTPS5LP5QP5JTxxY9vMogGecst9ipZrAU649kQci93sxQiUxzwf928fJQmeQ_zoA4ga1LkleiJbUZGrWKuwzQs0g==&uniplatform=NZKPT&language=CHS
Zhou, J. (2005). Basic theoretical issues of reading education in childhood: With a discussion of the current global trend in child reading education. Studies in Preschool Education, 2005(1), 20-23. DOI: https://doi.org/10.3969/j.issn.1007-8169.2005.01.005
Chen, J. (2021). The factors Influencing the reading instruction competence of secondary Chinese language teachers (master’s thesis). Northwest Minzu University. DOI: https://doi.org/10.27408/d.cnki.gxmzc.2021.000012
Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105. DOI: https://doi.org/10.1080/19388071.2012.754520
Cruickshank, D. R., & Metcalf, K. K. (1990). Training within teacher preparation. In W. R. Houston (Ed.), Handbook for research in teacher education (pp. 469–497). New York: Macmillan.
Feng, L. (2024). Reading promotion services of public libraries: From the perspective of child reading. Library. Available at: http://kns.cnki.net/kcms/detail/43.1031.G2.20240919.1314.010.html
Hoffman, J., & Pearson, P. D. (2000). Reading teacher education in the next millennium: What your grandmother’s teacher didn’t know that your granddaughter's teacher should. Reading research quarterly, 35(1), 28-44. DOI: https://doi.org/10.1598/RRQ.35.1.3
Hong, M. (2010). Reform and innovation of teaching qualification certification in the United States: An analysis of ABCTE’s roles and its design of teaching certificates. Studies in Foreign Education, 37(8), 18-23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Ql65-UVGdy7DTYnA-_1SHuboKtNCsYV8OaQh-Mj4Qxv8A_xOgGD--hWREXEdW9CC_mdyh3uVF-SqhMeP61lKOlVMgjc94eQbcnBsnHAp_LbTTq1S8-lw1DCwTl5zgnyPIYfuxDHbBOhNkCBUpQk2tgzJ8mBV3OrECDaml34hX0EGQ==&uniplatform=NZKPT&language=CHS
International Literacy Association. (2018). Standards for the preparation of literacy professionals 2017.
Li, G. (2022). How the Teachers Increase their Knowledge on Education (master’s thesis). Huazhong Normal University. DOI: https://doi.org/10.27159/d.cnki.ghzsu.2022.001572
Li, J., Zhai, Q., & Niu, X. (2024). A new perspective on child reading education: Insights from cognitive neuroscience. Primary School Chinese, 2024(4), 4-12. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Qm20oFKF6gl-_4TBGtVzcphzZBJYVqIXxH2uGflmtLqUdxeDM9vyAu0Kqk92fRkSNg47PvC3hOak3BNuXAltv9Cl9fKK-NhUiXMZNL9a94LVfynIDpFJht3YeRD8E_DdWl6DKZzEXwK6NmDgp1f94-IyPghWn_Mwt-7DTjI1PXgmQ==&uniplatform=NZKPT&language=CHS
Li, R. (2011). The transfer of reading competence to reading instruction in novice teachers. Bulletin of Chinese Language Teaching (D), 2011(6), 23-25. DOI: https://doi.org/10.13525/j.cnki.bclt.2011.06.006
Li, Y. & Dong, Q. (2004). Environmental factors influencing the development of reading and writing abilities in early years. Psychological Science, 2004(3), 531-535. DOI: https://doi.org/10.16719/j.cnki.1671-6981.2004.03.005
McKool, S. S., & Gespass, S. (2009). Does Johnny’s reading teacher love to read? How teachers’ personal reading habits affect instructional practices. Literacy research and instruction, 48(3), 264-276. DOI: https://doi.org/10.1080/19388070802443700
Ministry of Education of China. (2017). The Guidelines for Pre-primary, Primary and Secondary Teacher Training Courses (Chinese Language Teaching in Compulsory Education). Available at: http://www.moe.gov.cn/srcsite/A10/s7034/201712/t20171228_323255.html
Ministry of Education of China. (2023). The Action Plan for Promoting Reading in Chinese Adolescents and Children. Available at: http://www.moe.gov.cn/srcsite/A06/s7053/202303/t20230328_1053070.html
Morris, D. (2015). Preventing early reading failure: An argument. The Reading Teacher, 68(7):502-509. DOI: https://doi.org/10.1002/trtr.1346
National Board for Professional Teaching Standards. (2012). Literacy: Reading-Language Arts Standards. Available at: https://www.nbpts.org/wp-content/uploads/2017/07/EMC-LRLA.pdf
Porter, S. B., Odegard, T. N., Farris, E. A., & Oslund, E. L. (2024). Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension. Reading and Writing, 37(8), 2007-2023. DOI: https://doi.org/10.1007/s11145-023-10448-w
Strickland, D., Snow, C., Griffin, P., Burns, M. S., & Peggy, M. (2002). Preparing Our Teachers: Opportunities for Better Reading Instruction. DOI: https://doi.org/10.17226/10130
Tang, J. (2024). Children’s Libraries: Enjoying the beauty of reading. Cultural Industry, 2024(27), 154-156. https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QmTBDo57YAd-Vritpwj9TzFDNXfUv-tRhdHqEc54j7vHP66kvCnpurAKf2IkouCW8N9teAszV1EzKi2z9MaHwF4Sw6T7UXtEzC1ZRPWOqbGhETVJKL4hF-eecqtv3MUWfmIhjOM5ZmKVW3eOUEWX9d5WQFwEgDw8mQyaf2Qq7jrGQ==&uniplatform=NZKPT&language=CHS
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512-514. DOI: https://doi.org/10.1126/science.1186149
Xu, D. (2023). Implementing leveled reading in Chinese and promoting the construction of reading-valued campuses. Hunan Education (B), 2023(5), 28-31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QnQrs_jwuCE6JrWjDcF918XXjoPdYdVwffGj_uJWHDvxJWGbP4o23wzde0ddgKvQq43lxV05TnFbY4aCgqZl0MS-dsn1z5g61KsXFA3AuvLVpYBkqf07k9MelUfwaJSujV4G5GJ9V_Wr0GSCNasON6UB12DREdpmFoePA9f5RbLKA==&uniplatform=NZKPT&language=CHS
Xu, S. (2023). The development of child reading education in China: The current state and prospects. Science-Technology and Publishing, 2023(5), 6-12. DOI: https://doi.org/10.16510/j.cnki.kjycb.20230522.001
Ye, L. (1998). Teacher professsional competence in the new century. Educational Research and Experiment, 1998(1), 41-46+72. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7Qk7kZ2n1_mQ84D5oSDUUJxumgTk3C-JgYEiHc3lxOllevn4npfHQ9tb81o83DAx_O2dGDj-UEZuZpdJxNZObewEEqWmJvPNo6DTB8oB-ll1leMSop8ibaZeH4utuF5l_r2GTZZWzu6GbBg5tHT7G_yuFkWouXCmvVgwplqzCtrzAA==&uniplatform=NZKPT&language=CHS
Zheng, L. (2024). How reading advances professional development of the teachers: Using Fengnan District in Tangshan City as an example. Basic Education Forum, 2024(8), 12-14. https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QlKvMHWvxtmEP2uV9n8mM8KJwdJFqNSTueIZ2zPdo7081Tf2udmDo_FmXXDx9_ZktdhX14s3lDfh27M4o50vCOKrh1wm9wtSrMglb6-ylG-YpA3hvxf84ClKx6b92MN4tDfcmy5XDVRP0KwRh4upFyUP_qQD3KtFYRxnQGYXaOBwA==&uniplatform=NZKPT&language=CHS
Zhong, C. (2020). Main ideas of the Opinions on Promoting National Reading. Journal of China Publishing, 2020(22), 3-5. Available at: https://kns.cnki.net/kcms2/article/abstract?v=0-LBHIej7QlmLYDRa3UStJnQAIdcdw8tR56pBP2cyU70wI8dFyW_l3VITHm866-GZG9c-rGCtYYXj-oNLpnqCFihxrGKTAYTPS5LP5QP5JTxxY9vMogGecst9ipZrAU649kQci93sxQiUxzwf928fJQmeQ_zoA4ga1LkleiJbUZGrWKuwzQs0g==&uniplatform=NZKPT&language=CHS
Zhou, J. (2005). Basic theoretical issues of reading education in childhood: With a discussion of the current global trend in child reading education. Studies in Preschool Education, 2005(1), 20-23. DOI: https://doi.org/10.3969/j.issn.1007-8169.2005.01.005
How to Cite
Yuan, M., & Xu, D. (2024). A Practical Exploration of Teacher Training for Child Reading Education in China: A Case Study of Qinjinmuyu’s “Reading Teacher Professional Competence Certification” Program . Science Insights Education Frontiers, 25(2), 4163–4181. https://doi.org/10.15354/sief.24.or672
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