Abstract
This study developed a teacher training program aimed at promoting preschool teachersâ competence in relation to pretend play and examined its effects on the teachersâ knowledge, efficacy and interaction in pretend play. Regarding the learnerâs job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachersâ knowledge and the efficacy by means of questionnaires and the teachersâ interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play. ìì¸ì´: ìí ëì´, ì ë¥ì±, êµì¬êµì¡ íë¡ê·¸ë¨, ìí ëì´ ì§ì, ìí ëì´ í¨ë¥ê°, ìí ëì´ ìí¸ìì© Keywords: pretend play, competence, teacher training program, pretend play knowledge, pretend play efficacy, pretend play interaction
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
