High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size ES = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
The article deals with the issue of practice as the basic format of training preschool teachers at the university. Certain issues are brought to the spot such as contradictions between changing ...cultural, economic, and social environment and traditional, to large extent old-fashioned, regulations in university professional training, the readiness of employers to host and participate in the management of practice activities, the willingness of the teaching staff to mentoring collaboration, the expectation of trainees. The necessity to renovate the system of training is vividly highlighted by the results of the survey held among all the participants of practice. Through the reflexive model of pedagogical practice as an element of the curriculum for training a preschool teacher at a university, we analyze the changes to be introduced in target, technological, content, methodological, and efficiency components.
The article substantiates the importance of communicative competency for a modern professional, the professional activity of a teacher and specifically a preschool teacher. The results of studying ...individual components of communicative competency among teachers of preschool educational organizations are presented. The deficiencies in its development are highlighted and the possibilities of the educational process in a higher educational institution and methodological support in a preschool educational organization in the development of this competency are shown.
This study comprehensively explores the intricate factors influencing the management of fostering and developing professional competence among preschool teachers in the Southeastern Region of ...Vietnam. Examining subjective factors (self-study, leadership roles, decentralization, and coordination) reveals individual perspectives driving effective teacher development. This study has 104 administrators. To ensure a representative sample, a random sampling method was employed for participant selection. The analysis underscores the significance of continuous self-improvement (M = 4.15, SD = 0.99), the pivotal role of school leadership (M = 3.40, SD = 0.79), and collaborative efforts (M= 3.99, SD = 0.87) in advancing professional growth. Simultaneously, the investigation of objective factors (socio-economic conditions, educational renovation, educational science, and institutional diversity) highlights broader systemic influences. The analysis underscores the importance of contextual considerations (M = 2.96, SD = 0.97), evidence-based practices (M = 4.12, SD = 0.82), and varied educational settings (M = 3.12, SD = 0.71) in shaping successful strategies for professional development. The synthesis of these results emphasizes the dynamic interplay between individual viewpoints and systemic forces in the realm of teacher training administration. This research not only enriches our understanding of the nuanced factors influencing professional competence development but also offers actionable insights for informed decision-making within the domain of early childhood education. By capitalizing on these findings, educators, administrators, and policymakers can collectively contribute to the cultivation of skilled preschool teachers, thereby fostering a more robust and impactful early learning environment in the Southeastern Region of Vietnam.
Social media creating a feeling of freedom in getting news, providing rapid access to information, and transforming its users into content producers in line with its usage purposes is a source of ...inspiration for many individuals from many professional fields. After the pandemic pandemic, teachers are among the user profiles that actively use social media. The purpose of this study is to examine the views of preschool teachers on the use of social media for professional development. The research was designed with the qualitative research method and case study. The sample of this study consists of twenty-five early childhood education teachers. The data were analyzed by descriptive analysis technique. As a result of the data analysis, it was found that preschool preschool teachers used social media platforms for professional development and benefited from these platforms effectively. Teachers emphasize that social media has an important contribution to their professional development, but they also state that one should be careful against disinformation. It is recommended that teachers be provided with media literacy training and that teachers should be conscious about acting in accordance with children's rights and ethical principles when using social media for professional purposes.
•A strong home-school collaboration is affecting the quality of inclusive preschool education.•An effective home-preschool collaboration improves learning of children with special ...needs.•Home-preschool collaboration is a dynamic and complex process.•Many challenges still await solutions for a quality collaboration.•Bioecological systems theory can guide the collaborative practice of many professionals.
The aim of the current study was to explore and describe preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. We depended on descriptive phenomenological qualitative research and conducted focus group discussions with 24 preschool teachers. Theoretical thematic analyses have yielded five themes: (1) the components of home-school collaboration, (2) the vital role of parent and teacher involvement, (3) the contributions of collaboration, (4) the challenges from microsystem to macrosystem, and (5) suggestions and solutions. An effective home-school collaboration contributes significantly to the development and learning of children with special needs. However, many challenges still await solutions for a quality collaboration which has complex nature. The bioecological systems theory is a well-known theory that can guide the collaborative practice of many professionals and policy makers.
•This study examined predictors of burnout among preschool teachers working in the war-torn region of Ukraine.•Trauma symptoms were found to have a positive association with burnout symptoms among ...preschool teachers.•Resilience and social support were identified as protective factors, negatively predicting burnout symptoms among preschool teachers.•Work experience of preschool teachers was positively linked to certain burnout symptoms.•The study revealed indirect effects of war-related stressors, preschool location, resilience, social support, and the age of preschool teachers on burnout symptoms.
Research on predictors of burnout among preschool teachers is a crucial topic, particularly in the context of those working in warzones. This study aimed to investigate the predictors of burnout among 562 preschool teachers employed in 183 preschools located in the war-torn region of Ukraine. The study was conducted as an online survey and key constructs were captured by using well established measures. Path analyses were conducted to investigate the predictors of preschool teacher burnout. The results showed that trauma symptoms and work experience positively predicted burnout, whereas resilience and social support had a negative association with burnout. Additionally, exploratory analyses revealed indirect effects of preschool location, war-related stressors, resilience, social support, and age on burnout. These findings highlight the need for targeted support services for preschool teachers in Ukraine's warzone to enhance available resources and alleviate burnout symptoms.
The objective of this study is to delve into the underlying mechanisms between mindfulness and burnout among preschool teachers. Employing a cross-sectional research design, this study surveyed 1,980 ...Chinese preschool teachers using the Mindful Attention Awareness Scale (MAAS), Preschool Teacher Dispositional Equanimity Questionnaire (PTDEQ), Empathy Scale (ME), and Maslach Burnout Inventory for Educators (MBI-ES). The results revealed a significant negative correlation between preschool teachers’ mindfulness and burnout. A mediation analysis demonstrated that dispositional equanimity served as a mediator between mindfulness and preschool teacher burnout. Furthermore, a moderation analysis indicated that empathy moderated the influence of dispositional equanimity on preschool teacher burnout. These findings suggest that mindfulness can enable preschool teachers to better cope with workplace challenges with a more peaceful mindset.
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