In-service Preschool Teachers Research Articles

The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program.

The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.

Seeing mathematical learning opportunities in preschool situations: the role of teacher disposition and type of picture book

Pre-school teachers’ competence to see and decide to use learning opportunities in informal play-based situations (i.e. situation-specific skills) is key for high-quality pre-school instruction. Current insights into pre-school teachers’ situation-specific skills and their association with underlying teacher disposition and instructional materials are limited. We aimed to complement existing findings by systematically analysing pre-service and in-service pre-school teachers’ situation-specific skills in association with their underlying disposition and the type of instructional material in the domain of early mathematics. We assessed 274 pre-service and in-service pre-school teachers’ mathematical content and pedagogical content knowledge (MCK, MPCK), beliefs and situation-specific skills, operationalised as the mathematical questions they formulate during simulated shared picture book reading activities. Logistic multilevel regression analyses revealed a complex interplay between pre-service and in-service pre-school teachers’ disposition, the type of instructional material and situation-specific skills, pointing to the need for future studies on the topic.

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.

Using Storigami as an Instructional Technique: Preschool Teachers’ Perceptions

As an instructional technique, the use of storigami (telling stories through origami) has been spreading all around the world in the last decade. In order to apply this alternative technique which is suggested to be more applicable in the preschool period, preschool teachers’ perceptions are of utmost importance. This study aims to elicit preschool teachers’ perceptions regarding the use of storigami in their activities. Twenty preschool teachers working in kindergarten participated in this qualitative study. All participants were asked to watch three different videos modelling the application of storigami in the classroom. After they watched the videos, they were required to answer some written questions to identify strengths, weaknesses, opportunities and threats of this alternative technique. Data gathered via SWOT analysis questions were coded by the help of content analysis technique. Findings showed that storigami was accepted as a new technique to increase the interest, attention, motivation and cognitive skills of preschoolers. Additionally, it was also perceived as a great professional development technique for the in-service preschool teachers. On the contrary, the difficulty of this technique for both students and young learners because of the necessity of some specific skills were stated to be considered.

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

Translanguaging Realities: The Use of First Language in Microteaching Practices vs. Young Learner Classrooms

This study focuses on language teacher education and adopts the microanalytic lens of conversation analysis to analyze the use of L1 (students’ first language) in microteaching and real classroom teaching practices of pre-service English teachers (PSETs), specifically in young learner classrooms. The use of L1 is approached from a translanguaging perspective. Translanguaging refers to the use of the entire linguistic repertoire without separating languages, promoting multilingualism and leveraging students’ linguistic resources for deeper comprehension and enhancing meaning-making (Canagarajah, 2011, Garcia & Wei, 2014, 2015). The research design involves three groups of participants: pre-service English teachers, in-service preschool teachers, and young learners aged from 4 to 6. Data consists of the video recordings of micro-teaching sessions at a state university in Turkey and video recordings of actual classroom teaching sessions by the same PSETs in a young learner classroom. The video-recorded data is transcribed using the Jefferson system of transcription. The analysis shows that in microteaching, where students have advanced English proficiency, L1 is rarely used and activities progress smoothly in the target language. However, in real young learner classrooms, students tend to use L1 more often which leads to disruption of the progressivity of the activities. The findings suggest the need for teachers to make principled decisions regarding their use of L1 and their acceptance of students’ L1 use. Teacher education programs should address the differences between microteaching and real classroom contexts to prepare teachers for managing translanguaging practices effectively.

Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences

In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers’ beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.

Fostering Turkish Early Childhood Teachers' Professional Growth about Education for Sustainability through Media Literacy

This article aims to document the findings of a professional development intervention study seeking to promote in-service preschool teachers’ professional growth about education for sustainability (EfS) through media literacy (ML). The overall aim of this year-long action research project (based on the Analyze, Design, Develop, Implement and Evaluate or ADDIE approach) was to foster teachers' knowledge and awareness regarding EfS via a professional development program incorporating media literacy education. Four preschool teachers participated in the professional development program. Participants’ in-class EfS implementations before and after the professional development program were examined utilizing interview, stimulated recall interviews, field notes and content analysis of teacher daily and monthly plans. The principal outcome of the study was that the proposed professional development program does, indeed, lead to the growth of the early childhood teachers' EfS knowledge and awareness. In the short term, examination of participants’ pre/post intervention teaching activities indicated that fostering teachers’ ML skills helped when designing EfS activities since they were able to access, analyze & evaluate and create EfS related media resources more effectively. Longer-term, the teachers involved in the study incorporated an increased number of EfS related activities in-class, as evidenced by their post-intervention daily and monthly plans.

Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry

This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation.

Environmental Literacy and Teaching Activities of Preschool Teachers in Vietnam

<p style="text-align: justify;">In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher’s KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.</p>

An Examination of the Relation between In-Service Preschool Teachers and Preschool Teacher Candidates’ Levels of Nomophobia and FoMO

The purpose of this study was to assess in-service preschool teachers’ and preschool teacher candidates’ levels of Nomophobia (NO MObile PHone phOBIA) and FoMO (Fear of Missing Out). This study is a quantitative one in its nature, and rests on the correlational survey design from descriptive research models. We recruited a total of 310 participants in the study group. We collected data through the Nomophobia Questionnaire and the FOMO Scale. We found that both the in-service preschool teachers and the preschool teacher candidates had severe levels of nomophobia and moderate levels of FoMO. The in-service preschool teachers’ nomophobia scores did not differ significantly by age groups, but there was a statistically significant difference in their FoMO scores among age groups. Moreover, there were statistically significant differences between the in-service preschool teachers and the preschool teacher candidates’ nomophobia and FoMO scores. Accordingly, the preschool teacher candidates had higher mean scores in their nomophobia and FoMO levels when compared with the in-service ones. Based on these findings, new inquiries about/into teachers’ nomophobia and FoMO levels should be done to be able to make comparisons. Further, it could give fruitful results to recruit teachers from different branches. Another suggestion is to test teachers’ nomophobia and FoMO levels in terms of demographics, particularly respecting gender and marital status as well as culture so that the justifications could be made about the results.

Beneficial or debilitating: a qualitative inquiry into Chinese preschool teachers’ workload-related stress mindset

ABSTRACT This research followed a qualitative design to identify preschool teachers’ mindsets about workload-related stress. Twenty in-service Chinese preschool teachers were invited to delineate their perceived workload-related stress consequences. Directed by a hybrid of inductive and conductive approaches, we conducted thematic content analyses on two rounds of in-depth teacher interviews. Findings suggested that workload-related stress was like a two-edged sword for preschool teachers. On the one hand, teachers regard workload-related stress as enhancing in the aspects of motivating them to shift working strategies, to refine professional learning, to issue teacher leadership, and to mobilize colleague teachers’ teamwork. On the other hand, some teachers’ mindsets focus on the downsides of their workload-related stress, emphasizing its deleterious influences on working efficiencies, emotional wellbeing, as well as its spillover effects on family life. Teachers’ individual-, preschool- and sociocultural-level elements were discussed to explain the patterns of Chinese preschool teachers’ workload-related stress mindset.

PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?

ABSTRACT This study explores how brief in-service training influences preschool teacherś awareness of competences relevant for building high-quality teacher–child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the session, the number of teachers identifying the key principles of building relationships with children was significantly higher for one out of the five situations analysed; the number of teachers identifying competencies for building positive relationships was significantly higher for three out of the five situations. Strategies such as observing children were easily identified (before and after training) and strategies such as taking into account the child relational needs were hardly ever identified (before and after training). Discussion highlights potential differential effects of brief in-service training according to the complexity of the training content.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

Primena holističkog pristupa u praksi iz perspektive vaspitača

In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers' self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children's initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program - Years of Ascent (Osnove programa predškolskog vaspitanja i obrazovanja - "Godine uzleta"), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children's welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.

An exploratory study on normative cohesiveness of high-quality preschool teacher education in urban north-western China

ABSTRACT The normative cohesiveness idea in education, which constitutes a norm in thinking and practice that is inherently shared across the stakeholders, was adopted in order to understand and reflect on the existing issues of preschool teacher education programmes (PTEPs) in north-western China. The State, teacher trainers and preschool teachers’ perceptions regarding the latest government policies that regulate preschool education, and the practices of teacher trainers on quality preschool education were studied. Using the macro–meso–micro-level model as the basic analysis framework, results showed that: (1) all three ‘stakeholder communities’ had a minimal consensus on preschool education, thus undermining the normative cohesiveness of views in this context; (2) the dual role of PTEPs in this part of China had not been fully implemented, thus requiring a custom-made improvement; (3) disparities between the PTEPs and classroom practices could be attributed to the specific contextual features and ecological factors of classroom teaching. This article argues that while the government is expected to assume more responsibility to guide preschool education in China, the national Guideline alone is insufficient and various means of professional development could be adopted by the teacher trainers and in-service preschool teachers, in order to meet the challenges for change.

Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children's scientific questions

In the current study, we provide a systematic understanding of how early childhood educators (N = 209) believe that they would respond to children's scientific questions. We compared 105 inservice preschool and early elementary grade teachers’ and 104 preservice teachers’ responses on an online survey consisting of 3 parts: (a) responses to children's scientific questions (b) personal epistemologies and (c) demographic information. Results are consistent with naturalistic classroom data demonstrating that inservice and preservice teachers are more likely to answer children's questions with explanations rather than other types of responses when responding to children's science questions. We also explored possible relations between teachers’ responses, demographic variables, and personal epistemologies. We discuss implications of these findings for how teachers’ responses to children's questions may send a message to children about how to construct and reason about knowledge in the world.

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

This study aims to explore in-service preschool teachers’ attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34 different preschools and kindergartens participated in the study and responded to a questionnaire comprised of closed and open items. Regarding their attitudes and beliefs, the preschool teachers were asked about: the meaning of geometry; affinity for geometry, importance of geometry; need to use accurate mathematical language, and about their enjoyment of engaging young children in activities connected with learning geometry. As to the knowledge of shapes and solids, the preschool teachers were asked to describe or define shapes and solids, name shapes and solids and distinguish between rectangles and other shapes. The results illustrate that most of the preschool teachers like geometry or expressed a neutral position towards geometry, but some hate geometry. Most of the preschool teachers comprehend the importance of engaging in activities that relate to geometry in preschool and enjoy involving young children in activities connected with learning geometry. As to the use of accurate language, most of the preschool teachers maintain that accurate mathematical language should be applied when preschool children aged 3-6 deal with shapes and solids. Yet, only about half of them believe that it is necessary to use accurate language when the children are at an earlier age. Certain preschool teachers lack the knowledge to name shapes and solids, even those which are part the mathematics curriculum for ages 3-6. They exhibited difficulties in using accurate mathematical language when describing shapes and solids, and were influenced by the shapes’ visual appearance rather than by their definitions and properties. It is recommended that preschool teachers attend further development programs so they can appropriately involve young children in activities connected to learning geometry, as required by the curriculum.

Exploring descriptions of mentoring as support in Swedish preschools

ABSTRACT This article contributes to knowledge about mentoring in preschool, which is important as research on mentoring of preschool teachers is limited. The study examines how in-service preschool teachers perceive their assignment as a mentor. The aim is to develop the understanding of mentoring as support among pre-school teacher mentors in Swedish preschools (children’s age 1–5). The data consists of 75 in-service preschool teachers’ self-reflective texts from a university mentoring course. A phenomenographic approach was adopted and three qualitatively different categories were identified. Mentoring as support was experienced as: mentoring as personal, professional and team support. Apart from the finding that the mentor’s role is complex, the preschool settings present other challenges and place different demands on the mentor because they comprise a team including preschool teachers, childcare attendants and parents, when compared to their counterparts in compulsory school settings. The paper has implications for how to reflect on and problematize concepts of mentoring, and it could also have an impact on mentoring in school, on mentoring education, and on induction programmes internationally. Mentor support for professional practices directed at team building should influence early childhood teacher preparation for pre-and in-service teachers.