University–Kindergarten Collaboration and the Development of Dual-Qualified Preschool Teachers: Evidence from a Mixed-Methods Study in Hebei Province, China

Abstract

Preparing preschool teachers who can effectively integrate theoretical knowledge with classroom practice remains a major challenge in early childhood teacher education worldwide. In China, university–kindergarten collaboration has emerged as a key strategy for strengthening theory–practice integration through structured practicum experiences, mentorship systems, and institutional partnerships. However, empirical evidence on the effectiveness of such collaboration models remains limited at the regional level. This study investigates the role of university–kindergarten collaboration in developing dual-qualified preschool teachers in Hebei Province, China. A mixed-methods research design was employed, combining survey data from university faculty members, kindergarten teachers, administrators, and preschool teacher trainees (n = 210) with semi-structured interviews and classroom observations. Quantitative results revealed a strong positive relationship between collaboration mechanisms and dual-qualified teacher competency development (r = 0.62, p < 0.001), while practical training exposure significantly enhanced teaching effectiveness. Qualitative findings further highlighted the importance of mentorship support, curriculum alignment, and sustained practicum engagement in strengthening professional identity formation among trainees. Despite these positive outcomes, institutional coordination challenges and regional resource disparities affected collaboration consistency. The study provides empirical evidence supporting collaboration-based teacher-training models and offers policy-relevant implications for strengthening preschool teacher education in China and comparable contexts.