AUTHOR=Xie Sha , Yin Hong , He Mengyun , Li Hui 

TITLE=Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model

JOURNAL=Frontiers in Psychology

VOLUME=14

YEAR=2023

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1154864

DOI=10.3389/fpsyg.2023.1154864

ISSN=1664-1078

ABSTRACT=<p>Classroom walkthroughs are a widely used strategy for school improvement, varying over contexts and times. This study aims to explore the Chinese model of classroom walkthroughs in early childhood settings (ECS) during the COVID-19 lockdowns through a triangulated qualitative study. First, a group of ECS leaders (<italic>N</italic> = 15; <italic>M</italic><sub>year of teaching experience</sub> = 18.87, <italic>SD</italic> = 7.74, range = 6–33 years) and a group of teachers (<italic>N</italic> = 15; <italic>M</italic><sub>year of teaching experience</sub> = 8.40, <italic>SD</italic> = 3.96, range = 3–19 years) were interviewed in early 2022, and leaders’ observations notes were reviewed. The interview data were transcribed, recoded, and analyzed using an inductive approach, and the walkthrough documents were examined as a triangulation. Four themes and 13 subthemes emerged from the interview data: content, pedagogical skills, tasks, and challenges pertaining to classroom walk-throughs. Two major challenges against efficient classroom walkthroughs during the COVID-19 lockdowns were found: building community and feeding forward. Based on the results, a Chinese model of classroom walkthrough was proposed. Implications for quality improvement were also addressed.</p>