University–Kindergarten Collaboration in Preparing Dual-Qualified Preschool Teachers: A Review of Policy, Practice, and Training Models in China

Abstract

Early childhood education (ECE) plays a foundational role in shaping children’s cognitive, social, and emotional development, making the preparation of high-quality preschool teachers a global educational priority (UNESCO, 2024; OECD, 2020). In response to increasing demands for educators who can effectively integrate pedagogical theory with classroom practice, the concept of dual-qualified preschool teachers has emerged as a central objective of teacher-education reform in many countries, particularly in China. University–kindergarten collaboration has been widely promoted as a key mechanism for strengthening theory–practice integration in teacher preparation through structured partnerships that combine academic coursework with experiential learning opportunities. This review synthesizes international and Chinese literature on collaborative preschool teacher-training models, with particular attention to policy frameworks, institutional practices, and theoretical foundations supporting university–kindergarten partnerships. The paper examines major collaboration models such as clinical practice approaches, mentorship-based training, professional learning communities, and research-based partnerships, alongside China’s “3 + 1” training structure. It also explores the roles of universities and kindergartens as complementary training environments and analyses policy initiatives shaping early childhood teacher-education reform. Despite substantial progress in collaborative training strategies, the literature reveals persistent gaps relating to curriculum alignment, mentorship capacity, institutional coordination, and evaluation mechanisms, particularly in regionally diverse contexts such as Hebei Province. By identifying these gaps and synthesizing existing research trends, this review establishes a conceptual framework for strengthening university–kindergarten partnerships and provides a foundation for improving the preparation of dual-qualified preschool teachers in China and comparable educational systems.