Teacher-student relationships (TSRs) is highly influential in school education and hence teachers' knowledge about TSRs can make a difference in school education. Teacher knowledge is constructed long before teachers enter the career path formally and various teacher education programs exerts influence on it along with teachers’ life experience. This article compares Chinese preservice teachers’ TSRs knowledge before and after a transcultural and reciprocal learning program in teacher education the research participants included 22 preservice teachers from X University in China. It adopts a mixed method combined qualitative (interviews) and quantitative (questionnaire) methods. These participants responded to a same instrument before and after the program. And six interviewees were chosen for further interviews according to the mean changes on the Likert Scale in the questionnaire. Both quantitative and qualitative data were collected for analysis and discussion. Statistically significant differences were found between the means of the pre- and post-test in the three dimensions of the scale. Findings indicate that some knowledge development occurred in the participants beneficial from the program and their TSRs knowledge is a socially constructed product in the past-now-future continuum of personal life experience.

Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching profession, it is claimed that preschool teachers have the lowest sense of professional self. Determining the professional status of the preschool teachers is problematic and begins with preschool teacher sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ sense of professional self. The findings showed that the preschool teachers have an emerging sense of professionalism. The study also highlighted the importance in providing opportunities for collaboration and teamwork practices within supportive learning communities and mentors to support positive outcomes for preschool teachers' professional learning. Teacher education and professional development programmes, together with statutory and professional organisations have to take the lead in bringing the profession forward. Importantly, the sector must continue to develop preschool leaders for knowledge exchange and generation in a landscape that is evolving quickly.