When Teachers Are First-time Visitors Too: Scaffolding Professional Vision and Pedagogy in the Museums

Research Findings: Pre-service early childhood education (ECE) teachers face significant structural challenges in supporting children’s emotional development, particularly in low-resource areas of China. Systemic constraints, including limited teacher preparation resources and challenging working conditions, create barriers that affect teachers’ well-being and responsiveness to children’s emotional needs. To better understand teachers’ well-being and practice characteristics, this study examined 1,783 pre-service ECE teachers from less-competitive colleges in an economically underdeveloped and ethnically diverse Chinese province. Using latent profile analysis, we explored variations in teachers’ self-efficacy, emotion regulation strategies, and responsiveness to children’s negative emotions, identifying four distinct profiles: (1) “High Self-efficacy and Positive Responsiveness” (7.8%), (2) “Low Emotion Regulation Strategies and Negative Responsiveness” (6.4%), (3) “Low Self-efficacy and Negative Responsiveness” (60.5%), and (4) “High Emotion Regulation Strategies and Negative Reactions” (25.4%). We employed non-parametric tests to examine differences across academic background and contextual factors (internship institution types, internship duration, and perceived work climate) among the identified profiles. This person-centered approach highlights distinct profiles with unique risks and needs in low-resource settings. Practice or Policy: Our findings emphasize the need for tailored interventions to enhance self-efficacy and emotional regulation strategies. Policymakers should also create supportive, inclusive work environments and avoid rigid professional standards that harm teacher resilience and instructional quality.

This study aimed to explore the changes in developing perceived dispositions of preservice early childhood education (ECE) teachers influenced by student teaching experience. A convergent mixed-method research design framework was used to collect data for the study. The study sample comprised 86 preservice teachers enrolled at a public university in Ankara, 14 university supervisors responsible for the student teaching experience, and 86 cooperating teachers from public and private schools who were assigned to preservice teachers during their student teaching experience. The results revealed that preservice ECE teachers’ teaching dispositions increased after the student teaching experience.

TTo investigate how pre-service early childhood education (ECE) teachers’ self-confidence in teaching science was changed through their teaching practice course, a qualitative case study research design was used in the current study. The study involved 15 senior pre-service ECE teachers who were enrolled in a teaching practice course as part of their teacher education program. The study was created with their experiential learning opportunities in account. Participants developed five distinct science activity plans that are connected with several other disciplines and implemented their science activities in a real classroom environment for this purpose. Individual pre and post-interviews were conducted with them to investigate the change in their self-confidence in teaching science. The data analysis revealed four major themes: 1) prior knowledge and interest in science, 2) experience of teaching science in a real classroom, 3) expectation from teaching practice course, and 4) feelings when preparing activities and teaching science. The study’s findings revealed that a teaching practice course was quite helpful in enhancing preservice teachers' self-confidence in science teaching and changing their interests and feelings about science. The study's findings improved understanding of the importance of experiential learning and practicing in teacher education.

This study aims to explore the experiences of pre-service early childhood education (ECE) teachers in conducting STEM activities with preschoolers. This study employed a combination of quantitative and qualitative approaches to collect the data. Questionnaires were distributed to 19 pre-service early childhood education (ECE) teachers who were involved in STEM activities with preschoolers. The findings showed that 68.4% of them had no idea what STEM was, even during their secondary education, and 73.3% of them were quite confused about STEM before they took the Science and Technology course. SPSS indicated a high mean value of 4.32, suggesting that pre-service (ECE) teachers felt fulfilled and happy conducting STEM activities with preschoolers. A mean value of 4.11 indicated an increased confidence level among the teachers in carrying out STEM activities. Qualitatively, semi-structured interviews were conducted to gather information and understand the teachers' experiences during STEM activities. Pre-service (ECE) teachers reported that STEM activities improve their self-confidence in executing them, they are practical and engaging for preschoolers, and concurrently enhance problem-solving, through the combination of science, technology, mathematics and engineering elements. In conclusion, STEM activities are fun, integrated, and uncomplicated, while promoting holistic development in young children. The experience gained positively enhanced the teachers' knowledge of STEM and increased hands-on, yet exciting opportunities for the preschoolers.

A long-neglected sector in education, early childhood education (ECE) in Hong Kong has generated much attention in recent years following the government’s heavy promotion as laying the foundation for lifelong learning and all-round development. Enhancing ‘teacher professionalism’ by raising qualifications and remuneration is seen as a vehicle to achieve quality ECE. While the once lowly perceived occupation is now ‘in fashion’ among college applicants, little is known about how prospective teachers view ECE teachers’ professionalism in Hong Kong. This study explored the views of 175 Hong Kong pre-service ECE teachers from 7 teacher education institutions using self-administered, open-ended survey questionnaires. The results showed that the pre-service ECE teachers generally described Hong Kong ECE teachers positively and viewed them as professionals. However, they also revealed a sharp dissonance between the participants’ own perception and society’s perception of the professionalism of ECE teachers due to the different emphases they used to define professionalism when shifting their perspectives. The results reflect a generally pessimistic view of the pre-service teachers on teaching in ECE as a career. Implications and suggestions for government policies, ECE teacher training, and research are discussed.

ABSTRACTEducators’ self-efficacy influences their practice and thus determines the quality of teaching in early childhood education and care (ECEC). This study analyzed educators’ self-efficacy to teach physical education (PE) and the differences between pre-service and in-service early childhood educators. Early childhood educators (N = 381) completed a beliefs survey about their competencies to effectively teach PE in ECEC. Pre-service and in-service educators showed a discrepancy in their self-efficacy to teach PE, which can be attributed to their different conceptualizations of PE in ECEC. Additionally, self-efficacy was affected by work position (core practitioners vs. assistants), age of children taught (1–3 years old, 3–6 years old, or mixed groups of 1–6 years old), or how frequently educators read professional literature (never, rarely, or frequently). We propose pre- and in-service training in Slovenia to (1) promote an understanding of free play and skill-based practices in PE as existing on a continuum, (2) increase attention to educational approaches in PE employed in mixed-age groups, and (3) qualify educators for movement-skill demonstration.

Purpose This study addresses a gap in understanding technology adoption across different teacher education pathways. It comparatively analyzes the use, perceptions, and challenges of integrating generative artificial intelligence (GenAI) and emerging technologies between in-service early childhood education (ECE) teachers studying via open and distance education (ODE) and their pre-service, full-time counterparts. Design/methodology/approach A cross-sectional, mixed-methods design was employed. Data were collected from 288 Bachelor of Education in Early Childhood Education students in Hong Kong, comprising 118 in-service distance learners and 170 pre-service full-time students, via an online survey with quantitative and qualitative items. Findings In-service distance learners demonstrated a pragmatic, intensive use of GenAI for immediate professional tasks, contrasting with the broader, more exploratory use by pre-service students. Self-selected, optional information technology (IT) training was significantly associated with technology application among the distance learning cohort, whereas mandatory training showed no such effect among the full-time cohort. The cohorts also reported distinct primary barriers: lack of time for in-service learners versus technology complexity for pre-service students. Originality/value This study provides the first direct comparative analysis of GenAI integration between in-service ODE and pre-service traditional ECE teacher candidates in Hong Kong. It offers empirical evidence for the value of self-directed, need-based professional development within flexible learning models and highlights the moderating role of professional context and pedagogical beliefs on technology acceptance, challenging one-size-fits-all training approaches. This study underscores the unique potential of ODE platforms not merely as alternative delivery methods, but as primary drivers for immediate, context-driven technological innovation among in-service teachers.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

The purpose of this qualitative case study was to explore early childhood education pre service teachers? images of an early childhood education teacher and their beliefs about teaching 14 pre service teachers at a Northeastern State University in the United States of America agreed to participate in the study A survey questionnaire participants? journal entries and artifacts created by the participants were employed to collect the data The categorization and coding of the data revealed that the participants? memories of their past teachers mentor teachers and work experience with children affected their images of an early childhood teacher Furthermore the data showed the relations between the participants? images of an early childhood education teacher and their beliefs about teaching The authors made some implications for early childhood teacher education and teacher education in general

This study determined the connection between professional dispositions and academic performance among Early Childhood Education (ECE) pre-service teachers at Central Mindanao University during the 2024–2025 academic year. Focusing on responsibility, integrity, sensitivity, enthusiasm, communication, and reflection, the research aimed to understand how these qualities impact academic success. The study included second and third-year ECE students, assessing their dispositions using the Bradley-Isaac Assessment and their academic performance via General Weighted Averages (GWAs). The findings revealed that early childhood education pre-service teachers have a high disposition, specifically exhibiting a very high level of responsibility towards their academic tasks and showing respect and awareness. Hence, responsibility, sensitivity, enthusiasm, and integrity are rated “Very High,” and communication and reflection are rated “High.” Further, the pre-service teachers have above-average academic performance. A correlational analysis was also conducted, and both disposition and academic performance were considered. Correlation analysis showed a significant relationship between academic performance and both communication and reflection (Renaildi et al., 2025). An important relationship exists between disposition and academic performance, specifically in communication and reflection. This suggests that these dispositions are directly related to academic success in this context. In addition, dispositions show strong correlations among themselves, indicating co-development. The study concludes that while CMU’s ECE pre-service teachers exhibit strong dispositions and academic achievement, the complex interplay between certain dispositions and academic success warrants further consideration in teacher education programs.

Digital storytelling is an innovative pedagogical approach that can contribute to more engaged teaching and learning. Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of digital stories in education or the effective design of digital stories specifically for educational settings. This paper aims to explore the perception of pre-service early childhood education teachers in designing digital stories by employing qualitative research. This research involved the researcher working independently on an in-class project with 45 second-year undergraduate students. The pre-service early childhood education teachers were required to create a digital story on child safety. The findings from the thematic analysis suggest that the pre-service teachers held favorable views regarding developing digital stories. Four themes emerged from the analysis of the pre-service teachers’ reflections and the researcher’s observation notes. The themes were: (i) creating digital stories generates impactful experiences for pre-service early childhood education teachers, (ii) self-empowerment through digital storytelling, (iii) technology integration in pedagogical innovation, and (iv) qualities of good digital stories. Ultimately, this research contributed to advancing innovations in teaching and learning within the context of early childhood education.

This cross-sectional survey study aimed to explore pre-service early childhood education teachers’ (PTs) beliefs about (a) the aims and scope of early childhood science education and (b) their self-efficacy beliefs in teaching science to preschool children. A survey consisting of open-ended questions was applied to PTs (N = 130). According to the results, PTs were aware of the importance of science education in early childhood. They mainly focused on the roles of early childhood science education in satisfying curiosity, developing questioning skills, and facilitating understanding of the environment and life. However, most PTs associated science education in early childhood with only natural sciences-related activities and concepts. Moreover, PTs reported low self-efficacy beliefs in teaching science to preschool children due to their lack of experience and theoretical knowledge. This study has some implications for PTs to view science education in early childhood from a comprehensive perspective and improve their self-efficacy.

Geometry concepts are essential to teaching in early childhood. Engaging early childhood in geometric thinking and spatial reasoning can support their overall mathematical and cognitive development. Preparing the mathematics learning process in early childhood, especially the concept of geometry, requires careful planning by paying attention to various aspects both from the psychological side of students and in terms of mathematics content. Early childhood education teachers must have the skills to plan math activities. The research objective was to see the ability of prospective early childhood education teachers to do math activities. The research method used is phenomenology, which examines the experiences of pre-service early childhood education teachers after attending the “Mathematics and Cognitive Development” lecture. The research results were obtained when designing the learning process of pre-service early childhood education teachers by paying attention to the aspects of providing meaningful experiences through games in introducing the concept of geometry.

This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.

This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire (3–6), consisting of six open-ended items that place teachers in various teaching situations reflecting the knowledge that characterizes early algebra at this stage of schooling. The analysis of the answers given by the pre-service teachers of early childhood education revealed a level general of insufficient mathematical knowledge, with the common content knowledge exhibiting fewer limitations compared to the other subdomains that comprise the model, and the horizon content knowledge the weakest. We conclude that it is necessary to offer teacher training programs that deepen the didactics of early algebra and provide tools to further the effective teaching of this content block in early childhood education.