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Journal articles on the topic 'Preschool teachers'
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1
Shuen, C., and S. M. Zhooriyati. "Meaning In Life and Workplace Spirituality as Intervention on Psychological Well-Being of Private Preschool Teachers in Malaysia." ATTARBAWIY: Malaysian Online Journal of Education 5, no. 2 (May 10, 2022): 1–12. http://dx.doi.org/10.53840/attarbawiy.v5i2.10.
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The increased level of stress and job turnover rate among private preschool teachers in Malaysia has led to low psychological well-being. Based on previous research, it is suggested that meaning in life and workplace spirituality can contribute positively to an individual’s psychological well-being. The objective of this research is to understand the effect of meaning in life and workplace spirituality on preschool teacher’s psychological well-being and therefore introduce them as possible interventions for Malaysian preschool teachers’ psychological well-being. A qualitative approach with phenomenological design was adopted in this study, and online semi-structured interviews were conducted to collect data from eight participants who were recruited from private preschools in Malaysia. This study found that factors that help preschool teachers to develop their meaning in life and psychological well-being included having harmonious passion and social support from their family and friends. Besides, meaningful work, sense of connection with others, alignment with preschool’s values and perceived organizational support are elements from workplace spirituality that can also increase preschool teachers’ psychological well-being.
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Fairos, Siti, and Al-Amin Mydin. "The Influence of Transformational Leadership by the Principal on Teachers' Self-Efficacy in a Private Preschool." GATR Journal of Management and Marketing Review (GATR JMMR) VOL. 7 (3) JULY - SEPTEMBER 2022 7, no. 3 (September 12, 2022): 107–15. http://dx.doi.org/10.35609/jmmr.2022.7.3(3).
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Objective - This research aimed to identify the Influence of Principal Transformational Leadership among preschool principals on the teacher’s self-efficacy. Next, this study examines the idealized influence of the individualistic consideration of intellectual stimulation and inspirational motivation of the principal's transformational leadership dimension on teacher self-efficacy. This paper analyzes the factor influencing principal leadership on preschool teachers' self-efficacy. Methodology/Technique - This research also involved a cross-sectional quantitative survey research design. 150 private preschool teachers from Penang were included as a sample in this study. Partial Least Square Structural Equation Modeling (PLS-SEM) was used to analyze the data in this study. Findings – Results indicate that all the dimensions of transformational leadership positively influence a teacher’s self-efficacy. The idealized influence dimension, individualistic consideration, intellectual stimulation, and inspirational motivation positively influence teachers' self-efficacy. In addition, this study is significant because it will inform management and leadership in early childhood education, particularly in private preschools, and provide them with references. As a result, there is a connection between the leadership style used by principals in private preschools and the teachers' self-efficacy. Novelty - The study identifies the influence of teachers’ efficiency in the early childhood context. Type of Paper: Empirical JEL Classification: I20, I24. Keywords: Transformational Leadership, Private Preschool, Self-efficacy, Principal, Preschool teachers Reference to this paper should be made as follows: Fairos, S; Mydin, A.A. (2022). The Influence of Transformational Leadership by the Principal on Teachers' Self-Efficacy in a Private Preschool, J. Mgt. Mkt. Review, 7(3), 107 – 115. https://doi.org/10.35609/jmmr.2022.7.3(3)
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Abraham, Getahun Yacob, and Valerie Margrain. "“We are Swedish Preschool Teachers”. Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education." World Studies in Education 23, no. 1 (August 1, 2022): 77–95. http://dx.doi.org/10.7459/wse/22.1.06.
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Course materials in teacher education programmes are one of the means to support young teachers learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.
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Cervantes, Sara, and Anna Öqvist. "Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents." Journal of Early Childhood Research 19, no. 3 (January 30, 2021): 323–36. http://dx.doi.org/10.1177/1476718x20969742.
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Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
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Lindstrand, Sara, Robert Lecuasay, and Lina Mrak. "Lyssnande undervisning i förskolan." Nordisk barnehageforskning 19, no. 4 (December 29, 2022): 206–26. http://dx.doi.org/10.23865/nbf.v19.294.
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Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. ENGLISH ABSTRACT Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching.
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Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 29, 2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.
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The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.
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Dahlström, Helene. "Populärkultur som kunskapskälla i förskolan." Educare, no. 2 (November 13, 2023): 61–86. http://dx.doi.org/10.24834/educare.2023.2.890.
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The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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Onyango, Daniel Oduor, and Demetria Mkulu. "Effectiveness of Pre-School Teachers in Implementing English and Math Curricular in Nyamagana District, Tanzania." East African Journal of Education Studies 5, no. 1 (March 8, 2022): 117–25. http://dx.doi.org/10.37284/eajes.5.1.575.
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Teachers are key to effective implementation of the preschool curriculum, especially in areas related to the acquisition of basic literacy skills which are necessary foundations for other levels of education. The purpose of the study was to assess the effectiveness of preschool teachers in handling preschool English and Math curricula in the Nyamagana District. The study was guided by the following specific objectives to find out if preschool teachers have relevant skills in handling of preschool English curriculum and to establish whether preschool teachers had relevant skills in the teaching of the Math curriculum. The population for the study was 100 preschools. This included 100 head teachers and 410 preschool teachers. The sample for this study was 100, inclusive of included 20 head teachers and 82 teachers. Simple random sampling was used to select teachers and headteachers who took part in the study. Descriptive statistics was used to analyze quantitative data with the help of Statistical Package for Social Sciences (SPSS) version 20. Moreover, qualitative data was analyzed thematically. The responses from the open-ended part of the questionnaire were subjected to thematic analysis. The study found that majority of teachers had relevant skills in handling the preschool Math curriculum. However, some teachers could not handle certain aspects of the Math curriculum. Also, the study found out that the majority of preschool teachers could effectively implement the English language curriculum; however, a few teachers had challenges, such as using the medium of songs. The study recommended that there is a need to conduct workshops and refresher seminars for teachers in order to equip them with skills to effectively implement English and Math curricula in preschools.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Juan, Chen-Ya. "The Mealtime Behavior Problems of Children with Developmental Disabilities and the Teacher’s Stress in Inclusive Preschools." Children 10, no. 3 (February 24, 2023): 441. http://dx.doi.org/10.3390/children10030441.
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With an increasing number of children with developmental disabilities entering inclusive preschools, preschool teachers face more behavioral problems in class. Preschool teachers typically attempt to address mealtime behavior problems of children with and without developmental disabilities simultaneously in class. This study used qualitative research to identify the stress triggers of preschool teachers addressing the mealtime behavior problems of children with developmental disabilities. Five preschool teachers attended semi-structured interviews. The results indicated that most children with developmental disabilities had problems with eating only preferred foods, using eating utensils appropriately during mealtime, becoming distracted from eating, and becoming frustrated with the classroom routine. Although solving these problems triggered stress in the preschool teachers, their stress was mainly in response to the children’s parents, other children’s imitation of inappropriate mealtime behaviors, and classroom schedule time management. Most of the preschool teachers stated that they had insufficient support. Preschool teachers require specialized information and strategies for improving the mealtime behaviors of children with developmental disabilities.
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Thang, Nguyen Bach, Huynh Thanh Tien, Tran Thi Huyen, Le Thi Hong Hanh, and Chausoryaly. "Overview of Research on Team Development for Preschool Teachers." Asian Journal of Education and Social Studies 49, no. 1 (September 26, 2023): 23–29. http://dx.doi.org/10.9734/ajess/2023/v49i11096.
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Developing teams of teachers in Vietnamese preschools is an important task of the Ministry of Education and Training in order to improve the quality of child care and nurturing. To see the need for developing preschool teachers, the author has reviewed domestic and international research works related to how to enhance the quality of preschool teachers. The review has synthesized academic documents with focusing on human resource development and preschool teachers' development. Findings showed that it a need to develop kindergarten teachers in order to improve their quality, which contributes to the effective implementation of the task of training and education in the current period of preschool teachers innovation.
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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.
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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
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Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (January 26, 2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.
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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.
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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.
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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
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Eriksson, Anita, Ann-Katrin Svensson, and Dennis Beach. "Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy." Educare - vetenskapliga skrifter, no. 3 (August 16, 2019): 87–112. http://dx.doi.org/10.24834/educare.2019.3.6.
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Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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Toran, Mehmet, and Sevcan Yağan Güder. "Supporting teachers’ professional development: Examining the opinions of pre-school teachers attending courses in an undergraduate program." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (July 23, 2020): 809–68. http://dx.doi.org/10.14527/pegegog.2020.026.
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This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs.
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EINARSDO´TTIR, JO´HANNA. "The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses." Early Years 23, no. 2 (September 2003): 103–16. http://dx.doi.org/10.1080/09575140303110.
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Palla, Linda, and Ann-Christine Vallberg-Roth. "Undervisande förskollärare i svensk förskola." Educare - vetenskapliga skrifter, no. 1 (January 8, 2020): 1–26. http://dx.doi.org/10.24834/educare.2020.2.1.
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The aim of this study was to use a didactical grounding to develop knowledge about teaching in Swedish preschools, with a focus on preschool teachers’ and managers’ written descriptions of teaching preschool teachers during 2018. This article examines what might constitute a teaching preschool teacher in the Swedish preschool, focusing specifically on preschool teachers’ didactical approach, knowledge, and practice. Multi-voiced didactical modelling was used to analyze 160 written reflections. The results highlight several characteristic components, such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up. A picture emerges signifying didactical ambitions in tact with the curriculum but not fully in tact with the prerequisites of today’s preschool.
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Milenović, Hadži Živorad M., and Biljana S. Jeremić. "MEĐUSOBNO INFORMISANjE KAO DIMENZIJA SARADNjE PORODICE I PREDŠKOLSKE USTANOVE." Узданица XX, no. 2 (2023): 223–34. http://dx.doi.org/10.46793/uzdanica20.2.223m.
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The purpose of this study was to investigate how preschool teachers and parents felt about the importance of information sharing as a component of their collabora- tion. The goal of the study is to better understand the value of exchanging information be- tween parents and preschool teachers, as well as to increase trust and collaboration between parents and childcare facilities. The main issue addressed by the research is the following: Do families (parents, caretakers and other family members) and preschools share specific information about children as part of the cooperation between preschool institutions and parents in order to gain a clear understanding of children’s progress and the necessary support? The research was founded on the general premise that cooperation between families and preschool institutions is considerably improved by mutual information-sharing about children between preschool teachers and parents. Additionally, the specific hypotheses are the following: both preschool teachers and parents are in favour of sharing information about children; there are differences in the ways in which parents and preschool teach- ers exchange information; preschool teachers’s attitudes about individual contributions to information sharing differ. The research was carried out in January 2023. The participa- tion of teachers and parents in the research was of voluntary nature. All participants filled out the questionnaires anonymously. A total of 167 parents and 167 preschool teachers participated in the study to evaluate the quality of information exchange between families and preschools for 167 children aged five to seven who require additional support in their education. One subtest from the Family Involvement Questionnaire (FIQ; Fantuzzo, Tighe, Childs, 2000), modified for the purposes of this study, was used to assess these dimensions. The trust in the dialogue between preschool institutions and parents significantly impacts children’s development, and mutual information-sharing and both preschool teach- ers’ and parents’ openness towards one another is a key aspect of cooperation. The greatest and highest level of support for the child in a preschool facility and family is ensured by providing as much valuable information about the child as possible. The findings of this study highlight the significance of collaboration between preschools and the families of children who require additional support in their academic and social development.
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Löf, Camilla, and Ann-Christine Vallberg Roth. "Minding the gap." Nordisk Tidskrift för Allmän Didaktik 7, no. 1 (December 1, 2021): 38–54. http://dx.doi.org/10.57126/noad.v7i1.6595.
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Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic perspective. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried about in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that the question “why?” in didactic and pragmatically informed teaching with focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, in which preschool teachers, in co-actions with children, focus on values in teaching situations, and for which preschool teachers need to take actions without offending colleagues, children or parents.
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Thang, Nguyen Bach. "The Reality of Management of Professional Training Activities for Teachers at Preschools in an Giang Province, Vietnam Country." International Journal of Membrane Science and Technology 10, no. 2 (June 21, 2023): 220–28. http://dx.doi.org/10.15379/ijmst.v10i2.1190.
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Author has conducted a survey on the management of professional development activities for preschool teachers in An Giang province. The survey results show the strengths, limitations and causes of the management of professional development activities for preschool teachers in An Giang province in the past times. Thereby, it is the basis for leaders to research measures to foster professional skills for preschool teachers in An Giang province to meet the requirements of improving teaching quality in preschools of An Giang province.
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Stier, Jonas, and Margareta Sandström. "Managing the Symbolic Power of Halal Meat in Swedish Preschools: Food for Thought in Discussions on Diversity." Journal of Intercultural Communication 20, no. 1 (March 30, 2020): 92–106. http://dx.doi.org/10.36923/jicc.v20i1.293.
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Recently there has been much debate as to which foods Swedish preschools should serve. This text explores preschool teachers’ approaches to parents’ dietary requests. The empirical material consists of 14 focus group interviews with 41 preschool teachers from two areas of Stockholm. Results suggest that cultural and religious differences pertaining to food and diet requests lead to dilemmas and conflicts which are handled with instrumental multicultural or conscious multicultural approaches, whereas intercultural or transcultural approaches are rare. Among the preschool teachers in this study, this leads to avoidance strategies or efforts to change the parents’ views. Results show that the preschool curriculum provides little guidance and preschool teachers must develop their own strategies to deal with children’s and parents’ expectations and demands, often using the children as intermediaries.
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Engdahl, Ingrid, Ingrid Pramling Samuelsson, and Eva Ärlemalm-Hagsér. "Systematic Child Talks in Early Childhood Education—A Method for Sustainability." Children 10, no. 4 (March 31, 2023): 661. http://dx.doi.org/10.3390/children10040661.
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One of a preschool teacher’s most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers’ communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.
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Ozdemir Beceren, Burcu, and Atiye Adak Ozdemir. "Description of psychosocial traits of preschool education teachers and investigation of correlations between these traits." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 153–70. http://dx.doi.org/10.18844/cjes.v15i2.4290.
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The aim of this research was to describe the psychosocial traits of preschool teachers and to investigate the correlations between these traits. Designed according to the relational screening method, participants in this research comprised 102 teachers working in independent preschools and preschool classes linked to primary schools in Canakkale province. To collect psychosocial data, the research used a personal information form, semi-structured interview form, the Empathic Tendency Scale, Ways of Coping Questionnaire, Satisfaction with Life Scale, Burnout Measures– Short Form and Self-Efficacy Scale. Findings obtained in the research showed that having a model (teacher, friend and family) was more effective than other factors in preschool teachers choosing this profession. Nearly, half of the teachers (49%) stated they would choose preschool teaching again if they had the chance, while the remaining teachers stated they would choose a different area of teaching or a different profession (theology, engineering, medicine, etc.).
Keywords: Preschool teachers, psychosocial, life satisfaction, burnout, coping with stress.
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Gansen, Heidi M. "Reproducing (and Disrupting) Heteronormativity: Gendered Sexual Socialization in Preschool Classrooms." Sociology of Education 90, no. 3 (July 2017): 255–72. http://dx.doi.org/10.1177/0038040717720981.
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Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers’ practices and reproduce through peer interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number of different ways, and children reproduce (and sometimes resist) these identities and norms in their daily play. Teachers use what I call facilitative, restrictive, disruptive, and passive approaches to sexual socialization in preschool classrooms. Teachers’ approaches to gendered sexual socialization varied across preschools observed and affected teachers’ response to children’s behaviors, such as heterosexual romantic play (kissing and relationships), bodily displays, and consent. Additionally, my data suggest young children are learning in preschool that boys have gendered power over girls’ bodies. I find that before children have salient sexual identities of their own, children are beginning to make sense of heteronormativity and rules associated with sexuality through interactions with their teachers and peers in preschool.
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Löfgren, Håkan. "Learning in preschool: Teachers’ talk about their work with documentation in Swedish preschools." Journal of Early Childhood Research 15, no. 2 (May 25, 2015): 130–43. http://dx.doi.org/10.1177/1476718x15579745.
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This article investigates preschool teachers’ professionalism and professional strategies in relation to narratives about learning in preschool. These are expressed through the teachers’ talk about documentation. A policy on increased systematic documentation in preschools has been introduced in Sweden. Preschool teachers were interviewed about their work with documentation in different preschool settings. The analysis departs from theories considering education policy as interpreted and enacted in local contexts and from theories that stress the actor’s perspective on preschool teaching professionalism. Furthermore, the teachers’ references to an institutional narrative about learning are the focus. Institutional narratives that construct breaks and continuities within the institution’s past are referred to in texts and talk within institutions. They are used as a means to govern the institution and by the teachers to position themselves. Results show that the teachers frequently refer to a ‘preschool-kind of learning’ that departs from the children’s interests in their talk about documentation. This, I argue, stands out as a professional strategy that allows teachers to deal with contradictory policies about what should be documented. In their talk about how to conduct documentation, the teachers position themselves as learners. This is a way of ‘doing professionalism’ that allows teachers to deal with demands for accountability in a way that also allows for professional agency.
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Dung, Nguyen Thị, Pham Thi Than Le, Pham Thi Phuong, Nguyen Thi Phuong Thuy, and Nguyen Thi Dieu. "Creating Motivation for Preschool Teachers: A Study Conducted in Bac Giang City, Bac Giang Province, Vietnam." European Journal of Development Studies 3, no. 5 (October 2, 2023): 67–72. http://dx.doi.org/10.24018/ejdevelop.2023.3.5.297.
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The research utilizes survey data from 172 teachers in preschools within the city of Bac Giang, Bac Giang province, to analyze and evaluate the financial and non-financial incentives policies at these preschools. The EFE model analysis reveals that the motivation for public preschool teachers in Bac Giang City is 2,763, above the average level. Therefore, solutions are needed, such as developing a “pay for performance” system based on each teacher's ability to fulfill job requirements and investing in smart and modern infrastructure for preschools in line with the modernization demands of society.
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Tran, Viet-Nhi, Tuan-Vinh Nguyen, Kim-Nhung Ta Thi, and Nhung Le Thi. "The status of the education of science for children aged 5–6 in some central Vietnamese public preschools." Hungarian Educational Research Journal 11, no. 4 (December 20, 2021): 360–76. http://dx.doi.org/10.1556/063.2021.00075.
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Abstract The study aims to determine the status of organizing science activities for preschoolers aged 5–6 and teachers' views on improving science education quality for 5–6-year-olds in Vietnam. The research was undertaken on 150 preschool teachers working with 5–6 years old classes in 24 public preschools in 3 provinces, including Quang Binh, Quang Tri, and Thua Thien Hue. Mixed methods, including surveys, interviews with teachers, and observation of science discovery activities, were used. According to the study results, science education activities were regularly organized in the preschools with specific plans following the school-year curriculum and the national ECE framework of Vietnam. Teachers used various methods and forms for organizing scientific activities, but the classroom environment was dominant. The participation of family and society in science activities at preschools was limited. Teachers also highlight some measures to improve the quality of science education in preschools, including providing necessary facilities, equipment, toys for preschools and increasing modern teaching methods. The findings of this study provide necessary evidence on science education for preschool children in practical terms as the basis for further studies on solutions to improve the efficiency of science education for preschool children in Vietnam.
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Hensvold, Inger Eline. "En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen." Tidsskrift for Nordisk barnehageforskning 4, no. 1 (May 29, 2011): 1–16. http://dx.doi.org/10.7577/nbf.294.
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Title: A changed professional identity: Preschools teachers’ narratives twelve years after examination.Abstract: How do preschool-teachers describe their professional work with children four and twelve years after their graduation? The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. The narrative is considered, according to Giddens (2008) as an expression of the professional identity, which is regarded as a relational concept and deals with the ability to be occupied with a specific narrative. Three recurrent themes were identified in the narratives, which show a changed professional identity. The first is a changed professional identity concerning a process from adaption to challenge in relation to the preschools self-narratives. The second is about a changed professional identity in relation to care and education. The third theme describes a change from focusing the teacher’s listening to the child into supporting and challenging the child’s learning process.
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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.
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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.
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ŞENOL, Fatma Betül, and Mustafa ERGÜN. "The Comparison of Teacher Self Efficacy Beliefs between Pre-service Preschool Teachers and Preschool Teachers." Kuramsal Eğitimbilim 8, no. 3 (September 1, 2016): 297–315. http://dx.doi.org/10.5578/keg.8972.
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Åberg, Magnus, Maria Hedlin, and Caroline Johansson. "Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children." Journal of Early Childhood Research 17, no. 2 (November 27, 2018): 104–15. http://dx.doi.org/10.1177/1476718x18816347.
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Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants’ narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.
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Öztabak, Muhammet Ü., and Duygu Yalman Polatlar. "An Overview of the Administrative Issues in Preschools from Preschool Teachers’ Perspectives." Journal of Education and Learning 9, no. 6 (November 26, 2020): 183. http://dx.doi.org/10.5539/jel.v9n6p183.
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The aim of the current study was to review some of the administration issues at preschools from preschool teachers’ perspectives by employing a holistic, multiple-case design. Ten preschool teachers working in state-funded preschools in the Anatolian Side of Istanbul during Fall 2019 and Spring 2020 made up the sample of the study. The data collected from the participants through face-to-face interviews were divided into three themes, which are physical structure, staff and administration. Descriptive statistics were performed. The results revealed that architectural deficiencies in the physical structure, ineffective leadership in the workplace, problems with joint planning and consultation, inexperienced support staff, fees, interfering parents or guardians, double shift schooling and superficial approach to supervision were among the outstanding problems reported by the preschool teachers.
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Trávníčková, Petra. "An analysis of teacher’s didactical activity in the context of children’s preconception usage." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 40–53. http://dx.doi.org/10.2478/atd-2018-0010.
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Abstract Introduction: This paper presents the results of research focused on identification of preschool teachers’ progress in relation to the use of children’s preconceptions in formal pre-elementary education. It represents the theoretical concepts that are applied in the work with children’s preconceptions in schools. It analyses them and creates a platform for their own empirical investigation. This research was carried out in the Czech Republic. Methods: The empirical part of the study was conducted in the form of a qualitative research. Participant observation and interviews with preschool teachers were used for the data collection. The research findings were analysed and a model for using children’s preconceptions was created and interpreted subsequently. Results: The presence of children’s preconception in educational activities in preschool was found in the realised participant observation. The ways and types of practice of preschool teachers in relation to using children’s preconception are interpreted based on the research findings. Afterwards, based on the participant observation, in-depth interviews were carried out. From the collected data, it was observed that the practices of the teachers in connection to using children’s preconceptions are determined by the agency of the child, the experience of the teacher and the overall philosophy of the preschool. Limitations: This research was realised in the Zlín region in the spring of 2017. Data from the research cannot be generalised for the whole population. However, the following research will address agency theory in connection with children’s preconceptions. Discussion and conclusions: The practices of teachers in relation to using children’s preconceptions in formal education in preschools. The results show that the approach of teachers in connection with using children’s preconceptions differs. There are three ways interpreted out of the research findings: 1. A preschool teacher notices the preconception but does not react to it. 2. A preschool teacher notices the preconception and reacts to it. 3. A preschool teacher intentionally identifies the preconception and uses it further during the educational activity. The results show that a child’s agency plays an important role in relation to using children’s preconception. Additionally, they show that the decision to use or not to use children’s preconceptions is influenced by the preschool teacher’s experience and the philosophy of the preschool
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Blanuša Trošelj, Danijela, Karla Franković, and Milena Valenčič Zuljan. "Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development." Andragoška spoznanja 26, no. 3 (October 23, 2020): 69–85. http://dx.doi.org/10.4312/as.26.3.69-85.
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Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.
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Watanabe, Kanae, and Annette Dickinson. "Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 219–24. http://dx.doi.org/10.19030/cier.v10i4.10035.
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In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.
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Sergeevna Vasilyeva, Victoria, and Elena Yurievna Nikitina. "Case of Teachers’ Communicative Competence Development Within the System of Methodological Work in the Context of Preschool Educational Establishments." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 619. http://dx.doi.org/10.14419/ijet.v7i4.38.24634.
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The urgency of the problem of communicative competence development of preschool teachers is caused by the need for constant improvement of pedagogical approaches, methods and technologies. The development of teachers’ skills in the process of continuing professional activities is crucial for meeting the modern requirements of professional standards, imposed by the society based on the recent studies on a teacher’s role in early childhood education, child-rearing and development. The article is dedicated to providing a rationale for methodological approaches to developing teachers’ communicative competence in the course of methodological work in preschool educational establishments, taking into account the personally-significant and professionally-oriented aspects. The main research technique used to study the problem is the method of participant observation. It made it possible to conduct an authentic evaluation, using the communication project method and analysis of the diagnostic study of 332 preschool teachers who took part in putting the concept of teachers’ communicative competence development in the context of systematic employment in preschools into practice. The article shows how the applied pedagogical approaches, patterns and principles of the educational process, ensure the continuing compliance with the current requirements for teachers’ level of professional training, particularly, the need for the constant development of communicative competence. The relevance of the problem is characterized by the qualitative changes in the composition of students of preschool educational establishments, constantly changing social situations, requiring prompt decision-making, aimed at ensuring the most comfortable, safe and progressive conditions for the younger generation. The article presents the results of the practical application of the proposed theoretical and methodological approaches, based on the pedagogical patterns and principles governing the development of teachers’ communicative competence within the scope of preschool educational establishments. The result of the study is an elaborate set of methodological approaches, pedagogical patterns and principles working towards developing teachers’ communicative competence at the general-theoretical, empirical and methodological-technological levels. The materials of the article can be of practical value for students and instructors of pedagogical and humanities universities, people in charge of curriculum and discipline at preschool educational establishments, whose job is to address the issues that preschool teachers face within the boundaries of continuing vocational education.
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Iskanda, Mohamad, Muar Suziyani, and Kamariah Abu. "Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)." European Journal of Educational Research 12, no. 1 (January 15, 2024): 279–96. http://dx.doi.org/10.12973/eu-jer.13.1.281.
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<p style="text-align: justify;">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>
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Jeremić, Biljana, Zagorka Markov, and Lidija Nikolić. "Traditional Music in Preschool and the Development of Social-emotional Competencies of Preschool Children." Društvene i humanističke studije (Online) 8, no. 2(23) (September 5, 2023): 541–56. http://dx.doi.org/10.51558/2490-3647.2023.8.2.541.
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Despite the passage of time, traditional music continues to hold importance as a source of creativity for new generations. It is an important component of the spiritual history of the human race. This research aims to ascertain the opinions of preschool teachers regarding the influence of traditional music on young children's social and emotional development. The sample consisted of 164 preschool teachers employed in preschool institutions in the Republic of Serbia and the Republic of Croatia. The Student's Social and Emotional Competences Scale (SSEK) (Jeremić et al. 2015) was used as an instrument, adapted for this research. The findings showed that preschool teachers concur that teaching preschoolers traditional music affects their ability to develop their social and emotional skills. Preschool teachers implement traditional music in their educational work, and those who do so more often assess the influence of traditional music on the social and emotional development of children as more prominent. This research implies a need for future research on the frequency and modalities of implementing traditional music in preschools to benefit the development of children.
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Olsson, Åsa. "Multicultural preschools in Sweden: Principals’ views on challenges and opportunities." World Studies in Education 23, no. 1 (August 1, 2022): 59–76. http://dx.doi.org/10.7459/wse/23.1.05.
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A quarter of all preschool children in Sweden have migrant backgrounds. This article explores preschool principals’ views on how societal and cultural changes have affected the demands on staff in multicultural preschools. In the study, twelve principals were interviewed in focus groups where they identified tensions and contradictions for teachers and parents. These are explored through “Dilemmatic spaces”, a conceptual framework that makes it possible to analyse teachers’ everyday practice in relation to societal changes. This article presents the dilemmatic axes that were identified, including preschool teachers’ efforts to show respect for other cultures, versus upholding Swedish culture; and to consider immigrant parents’ expectations versus communicating Swedish values, policies and routines.
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Kyshtymova, I. M., and K. N. Leontieva. "Personality Predictors of Professional Efficiency of Preschool Teachers." Bulletin of Irkutsk State University. Series Psychology 44 (2023): 14–28. http://dx.doi.org/10.26516/2304-1226.2023.44.14.
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The article presents the results of the study of the correlation between professional efficiency of preschool teachers and their creativity and values. The structure of educators’ professional efficiency has been characterized, the criteria of its expert assessment have been provided. 50 educators of municipal preschools and 9 experts took part in the research. The study has revealed that cognitive and aesthetic components of efficiency are higher among educators with a more pronounced level of creativity. At the same time, verbal creativity is in negative correlation with a communication component of efficiency, which is explained by professional growth of a preschool teacher in child speech discourse. The findings show that educator’s values are the factor related to the cognitive component of his or her professional efficiency and their contribution to preschool teachers’ performance indicators is significant.
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Ismail, Radjiman. "The preschool teachers' perspective of digital technology use in classrooms: A case study of North Maluku province, Indonesia." Journal of Education and e-Learning Research 10, no. 2 (April 3, 2023): 223–32. http://dx.doi.org/10.20448/jeelr.v10i2.4564.
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The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children’s learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children’s learning outcomes.
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BOSE, KABITA, and Grace Seetso. "TEACHERS’ SMK AND PCK OF MATHEMATICS AND SCIENCE AFFECT TEACHING IN GABORONE PRESCHOOLS." Advances in Social Sciences Research Journal 6, no. 12 (December 14, 2019): 114–27. http://dx.doi.org/10.14738/assrj.612.7290.
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The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. It assesses their Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) and scales their views on the Best Practices for mathematics and science teaching in preschools. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information. The findings show that 80% of teachers were trained as primary school teachers; only 14% had professional training in Early Childhood Education (ECE). It further revealed that the teachers had SMK; however, were less proficient in PCK which affected their classroom practices, despite having ample material resources. The preschool teachers viewed the establishment of the Science Center/s for young children and strong administrative support as best practices for teaching mathematics and science in preschools.
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Lepičnik Vodopivec, Jurka, and Aleksandra Šindić. "Emotional competence of preschool teachers: the case of Slovenian preschool teachers." Scientia Paedagogica Experimentalis 59, no. 1 (March 2022): 51–72. http://dx.doi.org/10.57028/s59-051-z1004.
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The goal of the empirical quantitative research conducted on a sample of 100 Slovenian preschool teachers in 2021 was to examine in more detail the self-perception of preschool teachers on indicators of their emotional competence. The narrower theoretical framework of the study was the concept of emotional competence. Relevant data were obtained through a self-created research instrument of satisfactory reliability and validity. Preschool teachers assess their own emotional competence as extremely high, and the categories of competence correlate strongly. There were differences in the development of emotional competence in relation to the work experience of preschool teachers (adaptability and self-regulation) in favour of more experienced preschool teachers, while in relation to the level of education there are differences only for the category of emotionally based communication in favour of more educated preschool teachers.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.
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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.
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Gomerčić, Ljiljana. "The beliefs of preschool teachers on self-regulated learning in the preschool." Research in Pedagogy 11, no. 2 (2021): 608–24. http://dx.doi.org/10.5937/istrped2102608g.
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This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.
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Vallberg Roth, Ann-Christine, Jan-Eric Ekberg, Ylva Holmberg, Jesper Sjöström, and Catrin Stensson. "Teaching in preschools:." Educare - vetenskapliga skrifter, no. 5 (September 15, 2022): 58–101. http://dx.doi.org/10.24834/educare.2022.5.3.
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Since teaching in Swedish preschool was regulated in the Education Act 2010, preschool teachers have appeared to struggle with the concept of “teaching” in their day-to-day practices. This paper is based on a collaborative R&D programme involving preschool teachers and researchers aimed to build knowledge of what can characterize teaching in preschool. The research was carried out in 40–44 preschools/preschool departments in eight municipalities in Sweden between 2018 and 2020. The method was based on a praxiographic approach where preschool teachers tried out different theory-informed teaching arrangements, including didaktik, variation-theory, post-structural gateway and pragmatic perspective. The material for the article consisted of 350 co-plans, 305 co-evaluations and 35 hours of video. Analysis was based on a didaktik premise and can be methodologically described in terms of abductive analysis. Theory-informed teaching arrangements have been tried out and shown to support teachers in conducting teaching in the complex reality that is based on scientific grounds and proven experience. In summary, the analysis is merged in a communicable entity through the concept of “multivocal didaktik modelling.”
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Wadiyo, Wadiyo, Udi Utomo, Slamet Haryono, and Joko Wiyoso. "The Children’s Songs Composition: A Contribution to Fill in The Absence of Children’s Songs in Indonesian Preschool Education." Resital: Jurnal Seni Pertunjukan 22, no. 3 (February 28, 2022): 127–36. http://dx.doi.org/10.24821/resital.v22i3.6826.
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The song is one of the teaching media used by preschool teachers around the globe. Indonesian preschool teachers face a rising problem: the government regulates a standard curriculum where the educational song is compulsory. Yet, there is no concern to facilitate and fill in the absence of children's educational songs. This study aims to unveil the creative process of non-music education graduate teachers in composing educational songs as required by the curriculum. This study employs a qualitative design based on a case study of thirty-three teachers from eleven different preschools in Semarang, Central Java, Indonesia. The researchers analyze the preschools' curriculum, teachers' interviews, field observations, and documentation. The findings show that teachers can use their creativity to create songs with educational messages projected in a collective poetry singing performance. Poetry singing allows students' aesthetic skills development through continuous song probe and response between teachers and students.
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Masnan, Abdul Halim, Hafizul Fahri Hanafi, Azizah Zain, and Farah Shafawati Mohd-Taib. "The Development of Preschool Nature Education Module (PreNEM) for Preschool Teachers Based on Higher Order Thinking Skills." Indonesian Journal of Islamic Early Childhood Education 5, no. 1 (January 2, 2021): 27–33. http://dx.doi.org/10.51529/ijiece.v5i1.187.
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The purpose of this study was to develop the Preschool Nature Education Module (PreNEM) based on Higher Order Thinking Skills (HOTS) as a professional exercise and guide for preschool teachers to undertake teaching and learning related to the environment. The process of developing the module involved three phases, which were the phase of needs analysis of the module elements, the module development phase, and the module implementation and evaluation phase. The developed module encompassed based on HOTS in the Malaysian Nature Education in Preschool (MyNEPs). Program in the components of weather, flora, fauna, insects and microbes for children to face the environment, environmental care and independence of life. This qualitative study involved four excellent preschool teachers who had at least 10 years of teaching experience as well as the quantitative study involved 29 children from four preschools in Selangor state, Malaysia. The research found that preschool teachers had great knowledge on preschool nature education, however, they lacked the skills and attitudes to implement teaching and learning based on HOTS. The teaching and learning implementation results using the PreNEM based on HOTS helped to increase the teaching skills of preschool teachers and increase knowledge, skills and the attitudes of children towards the MyNEPs program.
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Karlak, Manuela, Rahaela Varga, and Ivana Ćosić. "Kompetencije za poučavanje djece rane i predškolske dobi engleskom kao stranom jeziku." Strani jezici 51, no. 1 (2022): 105–26. http://dx.doi.org/10.22210/strjez/51-1/5.
Full textAbstract:
The aim of this paper is to take a closer look at the competences of foreign-language instruc- tors teaching English to preschool-aged children. More precisely, the goal was to investigate the professional and teaching competences of EFL instructors in the Osijek Kindergarten (Dječji vrtić Osijek) a city-wide institution consisting 26 preschools. The results shed light on the following issues: the different qualifications with which EFL instructors certify their professional competence, the extent to which the instructors are language models to the chil- dren, the extent to which the subject-specific organization of teaching is adapted to the young age of the children, and the use of teaching materials and aids. The results show that there are four different profiles of EFL instructors in the Osijek Kindergarten: preschool teachers, primary-school teachers with an integrated EFL program, bachelors of English language and literature, and EFL teachers with MAs in English language and literature. It was also esta- blished that the approach to teaching differed somewhat between preschool teachers and other profiles of EFL instructors – i.e., preschool teachers choose activities and materials that are more suitable to the abilities and personal interests of preschool-aged children.