Development Of Preschool Teachers Research Articles

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

Development of preschool teachers’ gaming competence

The creative game has its history, but it remains one of the urgent problems of modern pedagogy. Being the leading activity, containing the prerequisites for the formation of the most important psychological growths, the game is lagging, giving priority to educational activities. According to the authors, there is no unified approach to understanding the essence of the game, its motives, miscomprehension of its importance and enormous developmental potential, the attitude of adults to game as an unnecessary activity. The authors see the solution to this problem in the development of teachers’ professional competence in pedagogical support of children’s game, or gaming competence. The teacher, as a key subject of the educational process, needs to have a system of professional knowledge, game experience, personal qualities to make optimal conditions for the children’s game development, as well as the strive for self-development and creative growth. The article presents a project of methodological support for teachers, including four thematic modules, and implemented based on modern educational technologies. The probe results of this project drove to the conclusion about the effectiveness of improving the gaming competence of teachers by competently building the content and technologies of methodological work in a kindergarten.

The Key Issues in Implementing the Federal State Education Standard for Preschool Education. Results of the National Survey of Preschool Education Quality in 2016–2017

The article provides an overview of modern theories of preschool education quality from across the world. Quality assessment is discussed as a methodological problem: in terms of finding a balance between measurability of assessment criteria and their significance for preschoolers’ learning, and between the amount of resources invested and the quality of data obtained. Results of the first large-scale independent investigation of preschool education quality in Russia are analyzed. During a structured observation, specially trained experts analyzed the organization and functioning of preschool classrooms. The study made use of the Early Childhood Environment Rating Scale®, Revised (ECERS-R), which had been validated for use in Russia. The following parameters were assessed: space and furnishings, personal care routines, language-reasoning, activities (learning, free play, experiments, arts, etc.), interaction, program structure (schedule and distribution of time among activities; formats of activities), and provisions for parents and staff. Data collected over two years allows not only identifying the achievements and deficiencies of preschool institutions involved in the study (n=1,357) but also analyzing the changes in education quality across 367 preschool classrooms and making assumptions about the reasons for those changes. Research findings can be used to improve the strategy of preschool education system development, the quality of preschool education programs, and the system of professional training and development for preschool teachers.

Development of preschool teachers’ creative potential

In the structure of the teacher’s professional and pedagogical competence, creativity characterizes his creative achievements and is considered as the ability to design new non-standard products and high results by activating creative abilities. The creative potential of teachers is realized in practice through the development of creative products in the field of education, and the form of implementation of such products can be very diverse - from designing and delivering a lesson to pedagogical discovery. Within the framework of this research, ways of developing the creative potential of a teacher have been studied. It is emphasized that for its development, it is necessary, first of all, the inner desire of the teacher, the actualization of the desire for self-development, and creative growth.

Online Module Technologies of Innovative Education Technologies of Educational Institutions of Pedagogical Education Programs

In this article, you will be able to effectively use online modular technology to enhance the professional development of preschool teachers based on innovative educational technologies, retraining and advanced training of managers and specialists of preschool educational institutions in the context of modernization of education (МТМРПХМО) and their pedagogical and professional competence, potential and Defining modern pedagogical conditions for the level and quality of creativity; Defining ways to improve the effectiveness of innovative and didactic system of professional competence of executives and teachers in the information education environment, improvement of organizational methods and monitoring of educational process based on innovative technologies, content of education based on state content and quality of training and retraining of teachers. Ideas related to improvement are described in scientific theoretical terms. The article also examines the legal framework for reforming pre-school educational institutions.

Online Learning Communities and Mental Health Literacy for Preschool Teachers: The Moderating Role of Enthusiasm for Engagement.

Background: Most of the existing literature analyzes preschool teachers’ perceptions of information seeking and measures their satisfaction with online support for mental health issues. Seldom has this literature considered the influence of enthusiasm for or preference towards online engagement and social media in the development of preschool teachers’ mental health literacy. Methods: This study focused on preschool teachers’ attitudes towards the impact of an online learning community on mental health literacy and explored the moderation of enthusiasm for engagement on this relationship. A survey was conducted in Taiwan, and the researchers employed partial least squares to test the moderating effect. Results: The results indicate that enthusiasm for engagement has a negative moderating effect on the relationship between an online learning community and mental health literacy for preschool teachers. Conclusions: The moderating effect of enthusiasm for engagement in this relationship reminds us to consider the advantages and disadvantages of the employment of online learning communities for the improvement of mental health literacy and well-being. This study recommends cautiously integrating online learning communities and real-world communication into an appropriate and user-friendly interactive model to help preschool teachers promote their mental health literacy and well-being.

Effects of evidence-based professional development for preschool teachers in Albania

ABSTRACTThis research explores two ongoing professional development (PD) modalities for early childhood teachers and their effect to teachers’ performance. We compare training, teacher study groups and a combination of both to a control group in the Albanian preschool context. We aimed to obtain mоrе cоmplеtе understanding оf different facеts оf thе ongoing professional development оf еarly childhооd tеachеrs and its pоtеntial impact оn program quality and children’s dеvеlоpmеnt in different еarly childhооd sеttings, especially in countries of low and middle income. This study has led to policy changes in mоrе еfficiеntly planning rеsоurcеs, not only fоr еarly childhood tеachеrs’ PD, but tо tеachеrs and оthеr practitiоnеrs in thе field as well. This research has pushed for evidence-based policy reforms in teacher professionalization and career advancement in Albania.

Case of Teachers’ Communicative Competence Development Within the System of Methodological Work in the Context of Preschool Educational Establishments

The urgency of the problem of communicative competence development of preschool teachers is caused by the need for constant improvement of pedagogical approaches, methods and technologies. The development of teachers’ skills in the process of continuing professional activities is crucial for meeting the modern requirements of professional standards, imposed by the society based on the recent studies on a teacher’s role in early childhood education, child-rearing and development. The article is dedicated to providing a rationale for methodological approaches to developing teachers’ communicative competence in the course of methodological work in preschool educational establishments, taking into account the personally-significant and professionally-oriented aspects. The main research technique used to study the problem is the method of participant observation. It made it possible to conduct an authentic evaluation, using the communication project method and analysis of the diagnostic study of 332 preschool teachers who took part in putting the concept of teachers’ communicative competence development in the context of systematic employment in preschools into practice. The article shows how the applied pedagogical approaches, patterns and principles of the educational process, ensure the continuing compliance with the current requirements for teachers’ level of professional training, particularly, the need for the constant development of communicative competence. The relevance of the problem is characterized by the qualitative changes in the composition of students of preschool educational establishments, constantly changing social situations, requiring prompt decision-making, aimed at ensuring the most comfortable, safe and progressive conditions for the younger generation. The article presents the results of the practical application of the proposed theoretical and methodological approaches, based on the pedagogical patterns and principles governing the development of teachers’ communicative competence within the scope of preschool educational establishments. The result of the study is an elaborate set of methodological approaches, pedagogical patterns and principles working towards developing teachers’ communicative competence at the general-theoretical, empirical and methodological-technological levels. The materials of the article can be of practical value for students and instructors of pedagogical and humanities universities, people in charge of curriculum and discipline at preschool educational establishments, whose job is to address the issues that preschool teachers face within the boundaries of continuing vocational education.

Peer mentoring as a support for beginning preschool teachers

This study examines how peer mentoring facilitates the professional identity construction of beginning preschool teachers in Finland. The article presents an analysis of qualitative biographical data gathered from interviews and diaries of two case teachers. We define peer mentoring of beginning preschool teachers as mutual instruction between teachers of similar educational background and professional status, as characterized by a coequal and reciprocal relationship. The findings suggest that teachers at the beginning of their career benefit from peer mentoring. It provides a space where beginning preschool teachers can construct their professional role and pedagogical practice. We suggest that peer mentoring among beginning preschool teachers offers an effective mentoring approach in ECE (early childhood education) and a means of supporting the in-service development of preschool teachers.

ПРОЕКТИРОВАНИЕ ПРОГРАММ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕДАГОГОВ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ

ПРОЕКТИРОВАНИЕ ПРОГРАММ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕДАГОГОВ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ

Pre-school teachers’ professional training at chernivtsi state women’s teachers seminary (late ХІХ – early ХХ centuries)

The article focuses on issues of formation and development of pre-school teachers’ professional training in Bukovina in the time when it was a part of Austrian-Hungarian Empire. The article analyzes prerequisites for formation and peculiarities of functioning of Chernivtsi State Women's Teachers Seminary, organizing pre-school teachers’ professional training within general teachers’ training and by means of part-time Froebel courses

Promoting early literacy through the professional development of preschool teachers

The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous investigation found positive effects of the program on the pre-literacy skills of children in Vermont. The current study extended their work by replicating the training for Head Start teachers (n = 27) in another state. Teachers were divided into three groups. One group received the training and live mentoring; a second group received training and distance mentoring; and a third group of teachers served as controls. The results indicate that children (n = 97) served by teachers who received the training (n = 18) made higher gains on a measure of early literacy skills than those children (n = 36) served by control teachers. The gains made by children in the treatment groups were consistent for teachers who received either live or distance mentoring. Implications for practice are discussed.

Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science. Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

Professional Development for Preschool Teachers: Evidence for Practice

This article summarizes the findings and implications of a study examining effects of a professional development program for preschool teachers with emphasis on mathematics.