A Practical Exploration of Teacher Training for Child Reading Education in China: A Case Study of Qinjinmuyu’s “Reading Teacher Professional Competence Certification” Program

Recent decades have witnessed growing attention to child reading education, but research on reading teacher training remains scarce, constituting an impediment to the further advancement of reading instruction. This study seeks to explore the paths to improving reading teachers’ professional competence via structured training, using Qinjinmuyu’s “Reading Teacher Professional Competence Certification” program as an example. Based on Qinjinmuyu’s reading teacher professional competence framework, the program developed a training pattern with the four major procedures: reading training, reading instruction knowledge training, reading instruction practice, and assessment. The program’s effects were also examined through questionnaires and interviews. The results reveal that the teachers who successfully completed the training course made significant progress in their knowledge of child literacy, reading curriculum design, and reading instruction techniques.