Teacher Professional Learning Whilst in Quarantine: A Case Study from China

Kevin Laws, The University of Sydney, Australia
Feng Xun, Tengzhou Zhoudairu Kindergartens, China
Email: kevin.laws@sydney.edu.au
Published: April 2, 2021

Citation: Laws, K., & Xun, F. (2021). Teacher Professional Learning Whilst in Quarantine: A Case Study from China, 9(2). https://doi.org/10.22492/ije.9.2.08


Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.


China, COVID-19, early childhood education, Montessori, quarantine, teacher professional learning