To explore the characteristics of kindergarten teachers’ occupational beliefs in China, 24 public and private kindergarten teachers were interviewed, their teaching was observed, and teaching ...reflection notes and educational essays were collected. A structural model was subsequently developed. Based on grounded theory, the information was coded at three levels and tested for theoretical saturation. The results demonstrated that the occupational beliefs of kindergarten teachers consisted of occupational cognition, occupational endurance, occupational expectation, and occupational intention, and these four core elements were not independent. Although there were characteristics common to public and private kindergarten teachers’ occupational beliefs, they also had distinct characteristics. The occupational beliefs of public kindergarten teachers were relatively stable, yet those of private kindergarten teachers were not. Moreover, most public kindergarten teachers were willing to stay in their teaching jobs. These findings reveal the composition and characteristics of Chinese kindergarten teachers’ occupational beliefs and the relationship between kindergarten teachers’ turnover and occupational beliefs.
The objective of the study was to characterise how pre-service kindergarten teachers used a Hypothetical Learning Trajectory on length and its measurement to notice children’s mathematical thinking. ...A total of 64 pre-service kindergarten teachers enrolled in an Early Years Education mathematics teaching course were asked to notice teaching situations focusing on kindergarten children’s learning of length. On the one hand, three profiles of pre-service kindergarten teachers were found according to the use they made of the Hypothetical Learning Trajectory. These profiles were characterised by three ways of learning to use the Hypothetical Learning Trajectory based on the type of mathematical elements they identified: only mathematical elements related to the magnitude; only mathematical elements related to the measurement of length; or both magnitude and measurement elements. On the other hand, when considering the three skills of professional noticing, by identifying the mathematical elements required to solve the proposed task, a group of pre-service kindergarten teachers within each profile were able to notice the thinking of these elements by children and to suggest activities. Our findings provide learning opportunities to pre-service kindergarten teachers who use a Hypothetical Learning Trajectory. It provides them with ‘check-points’ to answer the proposed questions, in order to learn the specialised knowledge for teaching length and its measurement as well as to develop the skill of noticing student’s mathematical thinking.
Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work ...engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers.
The objective of this study was to characterise prospective kindergarten teachers’ development of noticing children’s thinking about length and its measurement. We used the concepts of instrumental ...genesis and learning trajectories to identify the ways in which prospective kindergarten teachers used a learning trajectory to learn to notice children’s mathematical thinking. Following a teaching experiment, we identified three ways in which prospective kindergarten teachers used the learning trajectory to notice children’s mathematical thinking. Two instrumented action schemes supported these ways of using the learning trajectory, namely, a scheme taking into account the mathematics learning progression to interpret children’s answers, and a scheme for proposing instructional tasks based on the interpretation of children’s mathematical thinking. Approaching the development of noticing as an appropriation process of a learning trajectory helps us to understand prospective teachers’ difficulties in endowing meaning to a learning trajectory’s conceptual structure. We suggest that these ways of using learning trajectory knowledge to interpret children’s mathematical thinking and to make instructional decisions can be understood as an instrumentation process that reveals how noticing skills develop.
Objective:This study aims to analyze the influence of teacher-parent digital communication and motivation on the digital managerial competence of kindergarten teachers in North Sulawesi Province. ...Method: This research was carried out using a survey method. A research sample consist of 96 kindergarten teachers in North Sulawesi Province. The data collection was carried out by questionnaire, and data analysis techniques was done by correlation test. Result:The results showed that there is a positive and significant relationship between teacher-parent digital communication, and motivation with the digital managerial competence of kindergarten teachers. Conclusion: This study's significance lies in the fact that it fills a gap in the existing body of knowledge and lays the groundwork for the creation of a model of digital managerial competency that can be used by teachers in their roles as managers of digital learning; it also provides a foundation for the development of a policy on managerial competency standards for kindergarten teachers and serves as the basis for the creation of an assessment of the digital managerial competence of kindergarten teachers.
In this article, we look at the use of augmented reality (AR) used as a supplement to analogue books. These books are produced by kindergarten teacher students with a target group of children aged ...2-5. Through aesthetic learning processes, students and children create books at the intersection between digital technologies and physical materials. Analysis and discussion deal with examples of the students' analogue books where they use AR, the creative processes, and the students' experiences with analogue and digital techniques.
Child sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, ...disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited.
This study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students.
Semi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab.
A qualitative analysis was conducted using the interview transcripts as data.
The analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of responsibility when exposed to CSA and PSB due to missing knowledge, 2) implementation of prevention and intervention strategies regarding CSA and PSB, and 3) embracing a social role to disseminate CSA and PSB knowledge. The findings indicated that the majority of the teachers went from overwhelming shock and fear due to a lack of knowledge in coping with CSA and PSB to a sense of responsibility as a community leader.
The fragmentation of the Israeli education system isolates kindergartens, and the lack of training and education for the teachers left them alone when contending with the CSA and PSB of their students. Nevertheless, the participants exhibited remarkable agency and resourcefulness, gaining the necessary knowledge and acting as knowledge agents within their communities.
Background
The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China ...at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers.
Methods
Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS.
Results
(1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability.
Conclusion
Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers’ professional identification and career adaptability. The paper also discussed the limitations and implications of this study.
Teachers' subjective well-being (SWB) has received much attention, in the light of the major increase in sick leave as well as job quitting among teachers across different cultures and countries. ...Studies on SWB of kindergarten teachers are still scarce, since most of the academic literature is focused on teachers of primary and secondary schools.
The purpose of this study was to analyze and compare kindergarten teachers' SWB in Hong Kong and Italy.
367 Hong Kong and 243 Italian kindergarten teachers completed a self-report questionnaire containing: the Job Satisfaction Survey (JSS), the Rosenberg Self-Esteem Scale (RSES), and the General Health Questionnaires-12 (GHQ-12). The questionnaire collected also socio-demographics data.
Hierarchical regression analysis showed that country belonging plays the strongest predictive role on self-esteem and mental health. Moreover, the independent
-test showed higher levels of job satisfaction among Italian teachers, while Hong Kong teachers were more satisfied in pay and promotion, but less in supervision, operating condition, co-worker relationship, nature of work, and communication.
Results are interpreted in the light of the differences between the two contexts considered, in terms of cultural values and educational systems.
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