A Qualitative Study on the Inter-Institutional Work Experience of Kindergarten and Childcare Teachers Holding Dual Qualifications: Focusing on Structural Differences Between Two Institutions and Perceptions of Kindergarten-Childcare Integration

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Key Points

The study aims to explore the gap between policy implementation and field practices regarding kindergarten-childcare integration.
Conducted in-depth interviews with teachers holding dual qualifications at two institutions.
Applied Stake's constructivist case study approach for qualitative analysis.
Participants identified structural differences in working conditions, support systems, and teaching preparation time affecting quality.
Work experience between institutions shaped perspectives on policy needs, revealing a conditional acceptance of teacher integration.
Concerns were raised about the imbalance in qualifications, treatment, and identity affecting resistance to simplistic integration.

Qualitative study explores perceptions of policy integration among dual-qualified teachers, revealing significant structural differences.

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Kang et al. (2026) studied this question.

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