Exploring Preschool Teacher Development in China, Japan, and the U.S.

Preschool teachers play a crucial role in shaping children’s early learning experiences, yet their professional development often receives inadequate attention. A recent study by Associate Professor Akiko Hayashi from Keio University reveals how cultural, policy, and institutional factors influence preschool teacher development in Japan, China, and the United States. Published in the journal Comparative Education on May 14, 2025, the research highlights the diverse approaches to professional growth in these countries.

Dr. Hayashi’s study employs a method known as video-cued ethnographic interviewing to explore how teachers evolve throughout their careers. The research involved a longitudinal analysis of six preschool teachers—two from each country—first interviewed in 2002 at the onset of their careers and again in 2015 as experienced educators. This in-depth approach also included discussions with senior mentors to provide insights into the teachers’ professional journeys. In total, the study gathered perspectives from 112 educators: 37 in Japan, 32 in China, and 43 in the United States.

The findings underscore the significant impact of cultural norms on professional development. In Japan, for example, the focus is on hands-on classroom experience and community learning. Teachers engage in ennai kenshū, or in-house study groups, where they regularly meet to reflect on classroom practices and share ideas. Professional growth stems from a deep moral commitment to students and colleagues rather than external incentives.

Conversely, China’s approach to preschool teacher development is more structured and hierarchical. Teachers receive mentoring and evaluations, with growth driven by rankings and competitive metrics. This system fosters rapid skill development and clear pathways for career advancement, emphasizing extrinsic motivation as a key factor.

In the United States, on the other hand, teacher development is primarily self-directed. Many educators express concerns that top-down standardization stifles their creativity. Instead, they often seek to enhance their skills through informal methods such as peer observations and additional coursework. Although external factors like job security and credential requirements play a role, Dr. Hayashi finds that many U.S. teachers are primarily motivated by a personal commitment to improving their teaching.

These cultural differences lead to varying levels of stability in preschool teacher development. Japan’s collaborative practices emphasize group-based learning, creating a stable environment for growth. In contrast, the U.S. system’s individual focus and reliance on extrinsic motivation contribute to a less stable development landscape. China occupies a middle ground, with its authority-led model providing moderate stability.

Dr. Hayashi emphasizes that there is no one-size-fits-all model for teacher development. Successful strategies must resonate with the cultural values and institutional structures specific to each country. “Beyond its academic value,” she notes, “this study also has practical significance. It can serve as a useful reference in shaping education policy—not only in preschool settings but across the broader educational landscape.”

This research not only highlights the importance of recognizing preschool teaching as a legitimate profession but also calls for a reevaluation of how teacher development frameworks are established globally. By understanding the diverse factors that influence preschool educators’ growth, policymakers and educational leaders can better support the professionals who play a foundational role in children’s lives.

For further details, refer to Akiko Hayashi’s full study, “The development of professional expertise in preschool teaching in Japan, China, and the United States,” published in Comparative Education.