Exploring Instructional and Interactional Aspects of Process Quality in Preschools and Teachers’ Perceptions of Professional Development

Abstract

Teaching is a complex and multifaceted endeavor that involves the interplay of various dimensions. In light of this, the present study seeks to integrate instructional and interactional aspects to conceptualize process quality and explore it within preschool settings. A total of 96 classrooms underwent quality evaluation using the Early Childhood Environment Rating Scale – Extension (ECERS-E) and Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) scales, and 11 teachers were randomly selected for interviews to gain insights into their perceptions of teaching practices and professional development needs. The findings indicate that teachers exhibited inadequate to minimal quality in both instruction and interaction, they faced challenges in implementing science activities, adopting child-centred approaches, providing scaffolding and conducting child assessments. Furthermore, teachers expressed a need for professional development programmes that are practice-oriented, provide opportunities for discussions and include hands-on activities. These findings provide valuable insights for the design and targeting of future professional development programmes aimed at improving process quality in preschool settings.