Pre-service Early Childhood Education Teachers Research Articles

Pre-Service Teachers’ Assessment of ChatGPT’s Utility in Higher Education: SWOT and Content Analysis

ChatGPT (GPT-3.5), an intelligent Web-based tool capable of conducting text-based conversations akin to human interaction across various subjects, has recently gained significant popularity. This surge in interest has led researchers to examine its impact on numerous fields, including education. The aim of this paper is to investigate the perceptions of undergraduate students regarding ChatGPT’s utility in academic environments, focusing on its strengths, weaknesses, opportunities, and threats. It responds to emerging challenges in educational technology, such as the integration of artificial intelligence in teaching and learning processes. The study involved 257 students from two university departments in Greece—namely primary and early childhood education pre-service teachers. Data were collected using a structured questionnaire. Various methods were employed for data analysis, including descriptive statistics, inferential analysis, K-means clustering, and decision trees. Additional insights were obtained from a subset of students who undertook a project in an elective course, detailing the types of inquiries made to ChatGPT and their reasons for recommending (or not recommending) it to their peers. The findings offer valuable insights for tutors, researchers, educational policymakers, and ChatGPT developers. To the best of the authors’ knowledge, these issues have not been dealt with by other researchers.

Enhancing Argumentation and Decision-Making of Preservice Early Childhood Education Teachers Through Role-Playing on Animal Experimentation

AbstractThis study explores the socio-scientific issue of the relevance of animal experimentation using a role-playing game to develop argumentation and decision-making skills as key components of critical thinking. The activity was conducted with two cohorts, each consisting of 30 pre-service early childhood education teachers at the University of Málaga (Málaga, Spain). The study analyzes the arguments provided by the participants to justify their decisions and perceptions on the issue before and after engaging in the role-playing. The findings reveal a progression of participants from the initial rejection of animal experimentation to recognizing its imperative role in shaping scientific knowledge. Additionally, an enhancement in the understanding of rational aspects of the issue is detected, as observed through the evolution of the types of arguments employed in justifications before and after the intervention. Furthermore, emotionally charged arguments related to ethical and moral aspects of the issue are also observed.

예비유아교사들의 디지털 역량 강화를 위한 교수공동체 경험 탐색

This study explores faculty community experience to consolidate the digital competence of S University students in G City. The participants were six professors of the Department of Early Childhood Education, who formed a program to strengthen digital capabilities and conducted qualitative research on program learning and application processes to reinforce digital competence. As a result of learning process exploration of the professors for digital competence consolidation, they tried to get out of fear deriving from the lack of digital-friendliness, implemented digital devices handling methods, made creative ideas each other, and felt joy of learning. As a community with a goal of reinforcing digital competence, they demonstrated teamwork and built up knowledge. According to the professors’ onsite application exploration results to reinforce digital competence, they had child-like curiosities as they encountered digital education and tried to make good use of digital education’s positive function so that digital education can become practical knowledge in connection with early childhood education. They decided to apply digital education to the curriculum of each subject in order to enhance the preservice early childhood education teachers’ competence. Based on the study results, various communities and training for teachers are expected to be invigorated for consolidation of digital competence of the preservice early childhood education teachers.

Heeding the Voices of Pre-Service Early Childhood Education Teachers: Their Beliefs about Early Childhood Science Education and Self-Efficacy for Teaching Science

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.

예비유아교사와 예비특수교사의 세계시민성과 세계시민역량 비교

This study is a comparative analysis of global citizenship and global citizenship competency between pre-service special education teachers and pre-service early childhood teachers, and is based on the subject's background variables(grade, gender, experience in global citizenship activities, experience in taking global citizenship education). A sample of 225 pre-service education teachers in the college of education was included in the study. The results of this study were following. There were no difference between the two groups of pre-service teachers in global citizenship competency. However, pre-service special education teachers's global citizenship were higher than pre-service early childhood education teachers. There were differences in knowledge among the sub-domains of global citizenship. The study findings indicated that the global citizenship and global citizenship competency were different according the major, grade, gender, global citizenship education's experience. Additionally, there were significant correlation between pre-service education's global citizenship and global citizenship competencies. These results will serve as basic data for those in charge of teacher training institutions to provide global citizenship education for prospective teachers in universities, and will further help develop various global citizenship education programs according to the characteristics of prospective teachers' majors.

Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.

Pre-Service Ece Teachers’ Experiences in Implementing Multicultural Education

This research explores the essential importance of pre-service early childhood education (ECE) teachers having a strong comprehension and proficiency in intercultural instruction. This research focuses on examining the practical experiences of 168 pre-service ECE teachers from four institutions in Kalimantan. The main objective is to investigate how these teachers negotiate the implementation of multicultural education throughout their field placements. The research utilizes a descriptive quantitative research methodology by conducting surveys. Pre-service ECE teachers utilize a variety of methods to introduce and commemorate cultural diversity among young learners. These activities encompass field visits, media exploration, cultural performances, and storytelling to cultivate comprehension and admiration for diverse cultures. Although a few individuals encounter difficulties when carrying out tasks, the majority enthusiastically adopt interactive methods to enhance their experiences and expand their viewpoints. The assessment of multicultural education entails the quantification of engagement, comprehension, and reactions, thereby emphasizing specific domains that require enhancement. Efforts to tackle negative attitudes focus on promoting inclusive dialogues and cooperative endeavours, while refraining from punitive actions. Engaging parents, cultivating intercultural comprehension, facilitating discourse, and commemorating festivals all contribute to establishing inclusive educational environments where diversity is respected and celebrated. This research emphasizes the crucial significance of a comprehensive approach to multicultural teaching for pre-service ECE teachers. It also highlights the necessity of ongoing evaluation to enable the continuous enhancement of practices in this important educational field.

Okul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim

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.

Early childhood education pre-service teachers’ mental health: The mediating effect of depression in the relationship between anxiety and stress and teaching efficacy

Early childhood education pre-service teachers’ mental health: The mediating effect of depression in the relationship between anxiety and stress and teaching efficacy

문제중심학습(PBL) 기반 유아안전교육 수업이 예비유아교사의 협력적 자기효능감, 학습태도, 전공몰입에 미치는 효과

Objectives This study aimed to investigate the effect of preservice early childhood teachers on cooperative self- efficacy, learning attitude, and major commitment before and after early childhood safety education course applying problem-based learning methods.
 Methods To examine this purpose, the problem-based learning design was applied to the early childhood safety education course in the 1st semester of 2022. We examined the differences in cooperative self-efficiency, learning attitudes and major commitment at the beginning and the end of the course were examined for 20 students. The collected data were analyzed by paired t-test with SPSS 24.0 program.
 Results The results of this study preservice early childhood teacher cooperative self-efficiency(t=-4.832, p<.001), learning attitudes(t=-4.445 p<.001), major commitment(t=-4.338 p<.001) after application of problem-based learning safety education in early childhood class showed a significant effect. In other words, it could be inferred that the early childhood safety education course itself, which applied problem-based learning (PBL), was a direct factor in improving the cooperative self-efficacy, learning attitude, and major commitment of preservice early childhood education teachers.
 Conclusions Therefore, it suggests that the problem-based learning in early childhood safety education is the meaningful teaching method to improve the cooperative self-efficiency, learning attitudes and major commitment of preservice early childhood teachers.

Analysis of Early Childhood Pre-Service Teacher's Science Concepts Comprehension Based On Their Science Process Skill

Science concepts comprehension is a foundation that allows students to create thinking constructions to another related concept or more complex concepts, facts, laws, principles, and theories in science. Understanding the concept of science is one of the important things required by early childhood education pre-service teachers as professional and competent educators in their fields. This research is an ex-post-facto research, with the aim of analyzing science concepts comprehension based on science process skills of the early childhood education pre-service teachers, especially on the subjects of the diversity of living things and environmental pollution. The subjects in this study were early childhood education students in semester VI of the 2021/2022 academic year. Analysis of science concept comprehension was carried out using the
 Certainty of Response Index
 (CRI) method. The results showed: 1) The Comprehension of Science concepts of early childhood education pre-service teachers with the criteria of understanding the concept (PK) is at 81.75%, not understanding the concept (TPK) at 4,90%, and misconceptions (M) at 13.34%; 2) The comprehension of science concept of early childhood education pre-service teachers based on high category science process skills are better than the science concept comprehension of early childhood education pre-service teachers with low category science process skills. The data obtained confirm that the comprehension of science concepts in early childhood education pre-service teachers is high. The comprehension of science concepts that owned by early childhood education pre-service teachers is directly proportional to their science process skills, the higher the science process skills of early childhood education pre-service teachers, the higher their science concepts comprehension.

Pedagogical Content Knowledge of Early Childhood Education Pre-Service Teachers in Teaching Psychosocial Skills Across the Kindergarten Curriculum In The Volta Region, Ghana

The purpose of this study was to examine pre-service early childhood educators pedagogical content knowledge in teaching psychosocial skills across the kindergarten curriculum in the Volta Region of Ghana. Descriptive survey design was used for the study. A mixed method approach was adopted. Purposive sampling was used to select 4 colleges out of seven colleges in the 18 districts for the study to avoid selecting a college that do not pursue B.ed in early childhood education. Sample of 140 final year pre-service teachers pursuing a degree in early childhood education in colleges in Ghana, who have completed their macro teaching practice programme was employed using census and simple random sampling. Questionnaires were administered after which ten were reselected for the interview session. Data was analysed using means, standard deviation and narratives. The study revealed that pre-service teachers had enough knowledge to achieve two goals of the curriculum and also not much attention has been given to psychosocial skills of the kindergarten curriculum during the preparation of pre-service teachers. Pre-service teachers also had enough knowledge in the use of observation and conversation among others. A thorough examination of the kindergarten curriculum by pre-service teachers during supported teaching in schools and macro teaching practice before getting into the teaching field was recommended.

Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach

How to improve and what should be carried out for pre-service teachers’ technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers’ field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.

Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum

In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.

EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education. Keywords: Early childhood education, emergency remote teaching, COVID-19 pandemic, preservice teachers

When less expected problems become critical: first-year teaching in early childhood classes

ABSTRACT The aim of this study was to explore preservice early childhood education (ECE) teachers’ expectations and concerns before they started their careers and the challenges they faced in the first year. Sixteen preservice ECE teachers from the same teacher education programme in Turkey were interviewed about their expectations for their first year before their graduation. Then, they were interviewed at the end of the first and the second semesters about their experiences and difficulties of teaching in public schools, and the positive aspects of their work. Although participants were aware of many difficulties in public schools, some of the challenges they faced in disadvantaged school settings, such as infrastructural inadequacies, non-curricular tasks, and material shortages, were beyond their initial anticipation and not in line with their teacher education programme experiences. Teacher education programmes should provide pre-service teachers with experiences in disadvantaged school settings to be better prepared.

Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers

This work describes and evaluates a learning experience whose aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote children’s awareness of these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.

Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill

A total of 112 Chinese pre-service early childhood education teachers were randomly assigned to one of the following 3 conditions: (1) Making the Most of Classroom Interactions (MMCI) course group; (2) MMCI course plus video-based coaching; or (3) a control group. Results showed that both the MMCI course and coaching had immediate effects on pre-service teachers’ improvement of professional knowledge and skills in identifying effective teaching practices. The combined participation in the MMCI course and coaching showed more robust effects on participants’ knowledge of and skills in identifying effective teaching practices than the MMCI course alone. Moreover, pre-service teachers who began the trial with a lower level of intentional teaching beliefs, sense of efficacy, or knowledge benefited more from the intervention. Implications for improving pre-service teachers’ knowledge and skills of classroom interactions are discussed.

Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: an Approach Based on the Design of Tasks Involving Patterns

This study analyzes the mathematical knowledge of 40 pre-service Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological approach that relies on the content analysis technique. The results show that pre-service teachers exhibit little mathematical knowledge in the description of the mathematical tasks they pose, addressing partial aspects of the subdomains of specialized content knowledge and knowledge of content and teaching. We conclude that training experiences should be given that allow students to further their acquisition of mathematical knowledge in order to achieve effective learning of the contents that early algebra promotes, such as patterns, in Early Childhood and Primary Education classrooms.

‘Are we becoming professionals?’ Pre-service early childhood teachers’ perceptions of the professionalism of early childhood teachers in Hong Kong

ABSTRACT 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.