Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China

Abstract

An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.