Reforming Preschool Bilingual Teacher Education: Findings From Ethnic Qinghai-Tibet Region in China

Abstract

From the perspective of culturology, anthropology, and pedagogy, we propose that bilingual teachers should have “dual culture” literacy. We use interviews, questionnaires, classroom observation, text analysis to study the current preschool Tibetan Bilingual Teacher Education curriculum from the supply side and audience side and constructs preschool bilingual teachers education curriculum system from the curriculum goal, curriculum content, curriculum implementation and curriculum evaluation. Our findings indicate that preschool bilingual teacher education dual culture curriculum should develop qualitative assessment, mainly based on portfolio and recording methods, and conduct a pluralistic evaluation based on project research.