Volume 111

Since 2000, the increasing international focus on early childhood education has coincided with a significant rise in newly appointed kindergarten teachers in both Japan and China. These novice educators, though entering the profession with great enthusiasm, often experience challenges in adapting to real classroom environments. This transitional phase underscores the necessity of structured induction training to support their shift from “learners of education” to “practitioners of education.” This paper conducts a comparative analysis of the legal and policy frameworks governing the induction training of kindergarten teachers in Japan and China, with particular attention to their core national-level training guidelines. The study identifies three key commonalities: authoritative policy support, comprehensive training content, and a shared commitment to improving educational equity through governmental involvement. However, it also highlights significant differences. Japan legally institutionalized induction training earlier and provides broader coverage through both public and private channels, though its national guideline has seen limited updates in recent decades. In contrast, China has recently moved toward legal formalization but still lacks clearly defined mandates for novice kindergarten teachers, particularly in private kindergartens. Drawing on these findings, the study recommends that Japan revise its national training framework to incorporate emerging competencies, such as ICT and inclusive education, while enhancing evaluation mechanisms. For China, it suggests establishing legal definitions for novice teacher training, decentralizing policy implementation, and promoting more flexible, needs-based training models to reduce teacher burden and improve practical outcomes.

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