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Journal articles on the topic 'Professional roles in preschool'

Author: Grafiati
Published: 29 June 2021
Last updated: 8 February 2022

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1

Lushin, Victor, Steven Marcus, Daphney Gaston, Rinad Beidas, Ashlee Lamson, Ilene Goy, Irina Godina, Joanne Rees, Rebecca Rivera, and David Mandell. "The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism." Autism 24, no. 8 (July 6, 2020): 2035–45. http://dx.doi.org/10.1177/1362361320932726.

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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small number of classroom characteristics explained considerable portions of outcome variance: 23% for formally delivered one-to-one interventions and 41% for informally delivered interventions. The number of individually assigned personal care aides in the classroom was negatively correlated with less formal delivery of one-to-one intervention. Classroom challenging behavior was positively associated with formal delivery of one-to-one interventions. Interventionist’s professional roles and the number of children in the class accounted for the largest amounts of variance in informal intervention delivery. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. Lay abstract For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff ( n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3–6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff–student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist’s professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.
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2

Holmberg, Linnéa. "Dirty work och professionalisering." Educare - vetenskapliga skrifter, no. 3 (June 28, 2021): 158–80. http://dx.doi.org/10.24834/educare.2021.3.7.

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The concept of teaching, previously primarily reserved for formal school activities, has today a prominent position in the educational assignment for preschool and school-age educare. The study examines how this concept is managed by preschool- and school-age educare teachers and highlights how talking about teaching seems both troublesome and useful. Analytical interest is directed at how discursive boarder work is staged in order to preserve existing professional territories but also to gain new legitimacy. The use of the concept of teaching risks undermining the specificity of the professional roles and is described as an undesirable task – dirty work. At the same time, the concept serves as a usable resource to enhance the credibility of preschool and school-age educare teachers. Talking of teaching seems appropriate to use outwards, to show that the changes in the professional assignment are complied with. However, it seems inappropriate to apply the concept of teaching in the actual work with children. Therefore, the concept –imposed by educational policy authorities – does not change the work of preschool and school-age educare teachers but, nevertheless. contributes to its professionalization.
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Taravati, Shirin, and Negin Lak. "Knowledge and Attitude of Preschool Children Parents Towards Professional Topical Fluoride Therapy." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 679–87. http://dx.doi.org/10.6000/2292-2598.2020.08.04.11.

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Purpose: Since various factors such as parents' attitudes and knowledge can affect the use of fluoride, this study aims to assess the relationship between children's parents' attitudes and knowledge towards preventive caries methods with their children's caries experience. Materials and Methods: In this cross-sectional study, 110 parents of preschool children in Ahvaz were randomly selected. Using a questionnaire, parents' knowledge and attitude about fluoride therapy were evaluated, and their children's teeth were examined for dmft. Data were analyzed by Mann-Whitney and Kruskal-Wallis tests. Results: The mean of parents' knowledge about caries prevention methods was 2.22 ±3.23 of 9, and the knowledge of 68% was poor, 21% moderate, and 11% was good. The mean of parents' attitude about caries prevention techniques was 9.5±2.05 of 14, and the attitude of 0% was poor,60% moderate, and 40% was good. There was no significant relationship between parents' knowledge with gender, age, education, source of information, and dmft. There was a direct relationship between knowledge and the experience of professional topical fluoride (PTF). There was no significant relationship between the attitudes of parents with gender, the history of PTF, and the source of information. There was a direct, significant relationship between parents’ attitude and their educational level, age, and child’s dmft. Children's experience of PTF was 18.6%. Conclusion: Parents' knowledge and attitude towards fluoride roles in the prevention of dental caries were low. So, assigning programs to increase parents' knowledge and, subsequently, using caries prevention techniques is suggested.
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4

Kim, So Jung. "Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 370–88. http://dx.doi.org/10.1177/1476718x14552878.

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Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.
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Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui, and Lu Sai Lam. "Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.

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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.
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Khasbulatova, Olga A., and Inna N. Smirnova. "Gender stereotypes in digital society: modern tendencies." POPULATION 23, no. 2 (2020): 161–71. http://dx.doi.org/10.19181/population.2020.23.2.14.

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The relevance of this article is determined by the sustainable reproduction of gender stereotypes in various areas of Russian society. It is shown that gender stereotypes act as part of a person’s motivational complex and, under certain conditions, become a barrier to its development. The purpose of the study is to determine the nature, functions and mechanisms of the impact of gender stereotypes on the life strategies of an individual in a digital society. Offering a typology of personal life strategies, the authors consider a system for transmitting gender stereotypes in preschool and school education. They consider two types of life strategies: the development strategy and the strategy of everyday life. The development strategy refers to the behavior of individuals, which corresponds to the rejection of dependent moods, focus on continuing education and professional success, creative use of their personal potential. The strategy of everyday life involves a focus on solving not long-term, but life’s immediate problems, as well as a high degree of dependence of an individual on the social support of the state. Using the example of content analysis of preschool children’s literature, as well as textbooks of primary, secondary and high school, the authors show that the set of professions and family roles represented in the studied content forms and broadcasts gender stereotypes about professions, occupations, and social roles. High degree of the influence of gender stereotypes on the choice of a profession is a barrier to the development of personality and has a negative impact on the quality of women’s human capital. The state and society may face the problem of a significant part of women abandoning the development strategy in favor of the daily life strategy. The results of the study can be used in the work of Federal and local authorities, in implementation of the Federal projects «Digital Economy» and «Education», as well as in scientific works on this issue.
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Houser, Natalie E., Jane Cawley, Angela Kolen, Daniel Rainham, Laurene Rehman, Joan Turner, Sara Kirk, and Michelle Stone. "A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project." Methods and Protocols 2, no. 2 (April 4, 2019): 27. http://dx.doi.org/10.3390/mps2020027.

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BACKGROUND: The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators. METHODS: Participating early child care centres (n = 19) were randomly assigned to intervention or control sites. Intervention sites received loose parts kits at the beginning of the project while control sites received kits upon project completion. The kits included items such as rocks, tree cookies, balls, wood planks, tubes, tires, ropes, and pulleys. Children (n = 183 at baseline) had their physical activity (accelerometers) and movement skills (TGMD-3 and PGMQ) measured before and after the intervention. All centres provided responses to environmental surveys (Go NAP SACC and Site Context Questionnaire), and educators in intervention sites participated in focus group and photovoice sessions. Educators were also provided with a full day professional development opportunity (plus ongoing mentoring) focused on physical activity, physical literacy, outdoor play, risk-taking, and loose parts. Parents participated in an interview addressing active outdoor play, physical literacy, and attitudes towards risk taking during play. DISCUSSION: This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children’s health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play.
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8

Ward, Suzanne F. "Stereotypes of professional roles." AORN Journal 51, no. 1 (January 1990): 298–99. http://dx.doi.org/10.1016/s0001-2092(07)67267-6.

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Kaler, Sandra R., David A. Levy, and Matthew Schall. "Stereotypes of Professional Roles." Image: the Journal of Nursing Scholarship 21, no. 2 (June 1989): 85–89. http://dx.doi.org/10.1111/j.1547-5069.1989.tb00104.x.

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10

Lankshear, Sara, Michael S. Kerr, Heather K. Spence Laschinger, and Carol A. Wong. "Professional practice leadership roles." Health Care Management Review 38, no. 4 (2013): 349–60. http://dx.doi.org/10.1097/hmr.0b013e31826fd517.

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Bessette, Lee Skallerup. "Switching Professional Roles Successfully." Women in Higher Education 23, no. 4 (March 26, 2014): 16. http://dx.doi.org/10.1002/whe.20041.

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12

TAUBAYEVA, G. Z., and B. O. ARZANBAEVA. "PROFESSIONAL COMPETENCE AND PROFESSIONAL ACTIVITY OF A PRESCHOOL TEACHER-EDUCATOR." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 4 (2020): 41–50. http://dx.doi.org/10.51883/20704046_2020_4_41.

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13

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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14

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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Halim Masnan, Abdul, Muhammad Haziq Mohd Sharif, Masayu Dzainuddin, Mohd Mokhzani Ibrahim, Asmayati Yahaya, Che Nidzam Che Ahmad, Hafsah Taha, et al. "The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 126. http://dx.doi.org/10.11591/ijere.v10i1.20849.

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<span>This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.</span>
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FRUMOS, Florin Vasile. "Romanian Preschool Teachers Professional Beliefs about Diversity." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 4 (December 21, 2018): 105–17. http://dx.doi.org/10.18662/rrem/76.

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Radovanović, Nena. "Professional development and training of preschool teachers." Sinteze, no. 15 (2019): 79–91. http://dx.doi.org/10.5937/sinteze8-21173.

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Smak, Ewa. "The Professional Stress of Preschool Education Teachers." Labor et Educatio 6 (2018): 179–91. http://dx.doi.org/10.4467/25439561le.18.012.10239.

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Trofaila, N. D. "Professional image of checker for preschool education." Pedagogical sciences: reality and perspectives 68 (2019): 216–19. http://dx.doi.org/10.31392/2311-5491/2019-68.48.

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Jordan-DeCarbo, Joyce. "Research Review: Professional Development for Preschool Teachers." Perspectives: Journal of the Early Childhood Music & Movement Association 5, no. 1 (June 1, 2010): 20–24. http://dx.doi.org/10.1386/ijmec_0143_5.

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Smith, Anne B., Keith D. Ballard, and Lisa J. Barham. "Preschool children's perceptions ofaparent and teacher roles." Early Childhood Research Quarterly 4, no. 4 (December 1989): 523–32. http://dx.doi.org/10.1016/0885-2006(89)90007-0.

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Nasiopoulou, Panagiota, Pia Williams, Sonja Sheridan, and Kajsa Yang Hansen. "Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis." Early Child Development and Care 189, no. 8 (September 12, 2017): 1306–24. http://dx.doi.org/10.1080/03004430.2017.1375482.

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Kardeş, Servet, and Berrin Akman. "The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (June 17, 2016): 393–412. http://dx.doi.org/10.14527/pegegog.2016.020.

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Good quality guidance services that will be provided abused and neglected children, who come from poor socio-economic status in their early childhood years, will increase both the children's and their families' life quality and indirectly contribute to social structure. Without investigating the contributions of counseling services to the education and development of children in preschool education, the abolishment of counseling services in preschool constitutions has been on the agenda. Thus, in this research preschool institutions' administrators and teachers' perceptions of preschool counselors have been examined. The survey model has been used for the research. The research sample consists of 43 preschool institutions managers and 211 preschool education teachers. To reveal preschool administrators' and teachers' perceptions about school counselors, "School Counselor Perception Scale" has been used, which was developed by Mamett (2008). The results of the study have revealed that preschool teachers and administrators, who meet with school counselors more frequently, have a better perception about school counselors. Preschool teachers and administrators think that the most important tasks of school counselors are individual guidance, group guidance, orientation programs and participating in classroom activities. Administrators and teachers have low expectations regarding administrative duties, discipline and keeping student records from school counselors.
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Melnyk, Natalia, Borys Maksymchuk, Roman Gurevych, Andrii Kalenskyi, Sofiia Dovbnya, Olga Groshovenko, and Lesya Filonenko. "The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 208–33. http://dx.doi.org/10.18662/rrem/13.1/369.

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The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.
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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.

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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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Sellman, Derek. "Virtue Ethics and Professional Roles." Nursing Philosophy 7, no. 2 (April 2006): 106–7. http://dx.doi.org/10.1111/j.1466-769x.2006.00241.x.

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Teschendorf, Bonnie, and Maureen Nemshick. "Faculty Roles in Professional Socialization." Journal of Physical Therapy Education 15, no. 1 (2001): 4–10. http://dx.doi.org/10.1097/00001416-200101000-00003.

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Tredinnick, Luke. "Artificial intelligence and professional roles." Business Information Review 34, no. 1 (March 2017): 37–41. http://dx.doi.org/10.1177/0266382117692621.

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Cradock, Sue, and Tracey Parkin. "Diabetes education and professional roles." Practical Diabetes International 19, no. 6 (2002): 159. http://dx.doi.org/10.1002/pdi.368.

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Kneebone, Roger, and Ara Darzi. "New professional roles in surgery." BMJ 330, no. 7495 (April 7, 2005): 803–4. http://dx.doi.org/10.1136/bmj.330.7495.803.

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Mellado, Claudia. "Professional Roles in News Content." Journalism Studies 16, no. 4 (June 27, 2014): 596–614. http://dx.doi.org/10.1080/1461670x.2014.922276.

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Eriksen, Andreas. "The Authority of Professional Roles." Journal of Social Philosophy 46, no. 3 (September 2015): 373–91. http://dx.doi.org/10.1111/josp.12103.

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Thompson, Paul B. "Collective responsibility and professional roles." Journal of Business Ethics 5, no. 2 (April 1986): 151–54. http://dx.doi.org/10.1007/bf00382756.

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Elm, Annika, and Ingrid Nordqvist. "The research circle - a tool for preschool teachers’ professional learning and preschool development." European Journal of Teacher Education 42, no. 5 (August 6, 2019): 621–33. http://dx.doi.org/10.1080/02619768.2019.1652899.

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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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Varol, Filiz, Dale C. Farran, Carol Bilbrey, Elizabeth A. Vorhaus, and Kerry Guess Hofer. "Professional Development for Preschool Teachers: Evidence for Practice." NHSA Dialog 15, no. 1 (February 2012): 122–26. http://dx.doi.org/10.1080/15240754.2011.638742.

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Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

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GÜVEN, Gülhan. "GENDER ROLES STEREOTYPES OF PRESCHOOL CHILDREN AND MOTHERS." International Journal of Education Technology and Scientific Researches 4, no. 9 (January 1, 2019): 306–21. http://dx.doi.org/10.35826/ijetsar.21.

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Zaini, Zuriani Hanim, and Mahaliza Mansor. "The Influence of the Transformational Leadership of the Headmasters on the Professional Development of Preschool Teachers." Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan 3, no. 1 (April 26, 2021): 56–74. http://dx.doi.org/10.21831/jump.v3i1.34850.

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The purpose of this research is to study the influence of the transformational leadership of the headmasters on the professional development of national preschool teachers in Perak state. The design of this study is quantitative descriptive using questionnaires as the instrument. The sample consists of 260 national preschool teachers from Perak, Malaysia. The research instrument is adapted from Leadership Practice Inventory (LPI) and Readiness, Planning, Training, Implementation and Maintenance (RPTIM) Model. The findings showed that the level of the transformational leadership of the headmasters and the level of preschool teachers’ professional development are high. Pearson correlation analysis showed a significant positive relationship between these two variables. The regression analysis showed a high percentage of transformational leadership contributing to the preschool teachers’ professional development. In conclusion, transformational leadership of the headmasters has evidently influenced the professional development of preschool teachers. It supports the views that transformational leadership is an ideal leadership style to be practiced by the school leaders.
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Toran, Mehmet. "An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC." Journal of Education and Training Studies 5, no. 4 (March 10, 2017): 121. http://dx.doi.org/10.11114/jets.v5i4.2171.

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Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher’s Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.
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Rogošić, Silvia, Ana Maskalan, and Tomislav Krznar. "PRESCHOOL TEACHERS’ ATTITUDES TOWARDS CHILDREN’S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION." Problems of Education in the 21st Century 78, no. 3 (June 15, 2020): 410–22. http://dx.doi.org/10.33225/pec/20.78.410.

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In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. Keywords: children’s gender roles, gender equality, preschool education, preschool teachers’ attitudes.
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Emelyanova, Irina D., Svetlana V. Markova, and Olesya A. Podolskaya. "Professional competence of educators of the system of inclusive preschool education as a condition for sociolizing the physically challengedchildren." Revista Tempos e Espaços em Educação 13, no. 32 (April 8, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.13363.

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An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.
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Demchenko, L. "Structure of readiness of future bachelors of physical therapy, occupational therapy for physical rehabilitation of preschool children." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 40–46. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).10.

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On the basis of normative documents regulating professional activity, it is generalized that the professional functions of a specialist in physical therapy, occupational therapy are to organize work to restore impaired body functions by means of physical rehabilitation, including technical and biotechnical, primary disease prevention and physical recreation. Based on the theoretical analysis of regulations and research results, the concept of "professional readiness of future specialists in physical rehabilitation and occupational therapy for physical rehabilitation of preschool children" as a specific ability of the individual to effectively perform specific types of rehabilitation based on knowledge, skills, abilities and aspirations to professional development and self-improvement. This phenomenon is perceived in the unity of the three components. The cognitive component provides a set of knowledge on physical therapy and methods of its implementation, professionally oriented disciplines, individual rehabilitation techniques and means of rehabilitation of preschool children, which are the basis for analyzing a specific professional situation and building individual rehabilitation programs. The activity component involves the ability to use methods of physical rehabilitation of preschool children; mastery of methods of organizing physical rehabilitation activities with preschoolers, planning tasks and ways to solve them in future professional activities; ability to analyze and design the process of professional activity. The personal component presupposes the presence of intellectual, ideological and professional values and motives for physical rehabilitation of preschool children; striving for self-development and self-improvement; ability to build relationships within a professional environment characterized by different value systems; interest and positive attitude to the physical rehabilitation of preschool children.
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Kushnir, Valentyna. "STRUCTURE OF MANAGERIAL COMPETENCE OF FUTURE MASTERS OF PRESCHOOL EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 169–75. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235984.

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The quality of preschool education is directly dependent on the professional level of teachers. Educational programs of the master’s level of higher education, in the specialty 012 preschool education, provide an opportunity to acquire professional competencies of preschool education specialists, including managerial ones.The managerial competence of the future master of preschool education is considered as a complex integral personal-professional characteristic, which is manifested in knowledge, aspiration, readiness and ability to professionally perform organizational and managerial functions in ZDO, effectively solve complex professional problems.The main components of managerial competence are the following: cognitive (complex of managerial knowledge and understanding of the essence of administrative activity in the field of vocational education), motivational and value (set of values and motives of administrative activity), communicative (set of professional-personal qualities and communicative skills) and organizational-activity management skills and skills of practical solution of complex management tasks).Considering the system of indicators as an ideal model of the studied personal and professional characteristics of the future master of preschool education, with which the real phenomenon is compared and the degree of conformity of the sample is established. The main function of the allocation of indicators of the formation of managerial competence ‒ is to assess the degree of realization of the goal and diagnosis of deviations of the properties of the object from the accepted sample.The articles define the structure and variable characteristics of the indicators of the formation of managerial competence of the future kindergarten specialist. Keywords: managerial competence of the future master of preschool education, cognitive, motivational and value, communicative, organizational-activity components of managerial competence, master of preschool education.
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Palmer, Jasmine, and Lidewij Tummers. "Collaborative Housing: Resident and Professional Roles." Built Environment 45, no. 3 (August 19, 2019): 277–79. http://dx.doi.org/10.2148/benv.45.3.277.

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Zlatković, Blagica, Snežana Stojiljković, Gordana Djigić, and Jelisaveta Todorović. "Self-concept and Teachers’ Professional Roles." Procedia - Social and Behavioral Sciences 69 (December 2012): 377–84. http://dx.doi.org/10.1016/j.sbspro.2012.11.423.

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Gourley, Greta K., and Mara M. Baun. "Professional Nurses Roles in Clinical Research." Clinical Research Practices and Drug Regulatory Affairs 3, no. 3 (January 1985): 307–17. http://dx.doi.org/10.3109/10601338509051223.

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Гойхман and Oskar Goykhman. "Professional Speech Interaction: Strategy and Roles." Modern Communication Studies 4, no. 6 (December 18, 2015): 12–15. http://dx.doi.org/10.12737/16550.

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The article discusses the strategies and role of professional verbal communication versus verbal communication business. It is argued that the overall strategy of business communication, the impact of the modeling of the behavior of the interlocutor to the speaker in the desired direction and correction of the world model of the listener. The main strategy here is to achieve victory, which is that success come at the expense of suppression of the partner. Professional communication, in contrast, uses both the overall strategy of interaction, and as a main agreement, to success when partners come together. Business and professional communication combines a professional task for which communication took place. Communicating on a personal level, each shows his “I-man”. The determining factor in such communication is the understanding that all personalities in a communicative sense, equal. In the business realm is role-based communication, the effectiveness of which depends on how professionally accurately and convincingly communicating entities play their roles.
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Cormacain, Ronan. "Professional legislative drafters: status, roles, education." Theory and Practice of Legislation 6, no. 3 (April 27, 2018): 363–71. http://dx.doi.org/10.1080/20508840.2018.1465250.

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Paulsen, Jens Erik. "Ethics of caring and professional roles." Nursing Ethics 18, no. 2 (March 2011): 201–8. http://dx.doi.org/10.1177/0969733010392302.

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Normative discussions about modern health care often revolve around principles stating what must not be done or how to ration scarce resources in the name of justice. These are important discussions. However, in order to have an impact on clinical roles, ethical reflection must be able to describe and address the complexities and challenges of modern nursing and doctoring, and maybe even the patient role. A multi-principled approach, such as the one suggested by Beauchamp and Childress, can obviously address almost any such issue, but a great deal of translation is often required in order to address role-related issues. I shall here argue that an ethics of caring is better suited to grasping the big picture when the question is how to create value-informed clinical roles in an era of rapid development.
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