Kindergarten Teacher Training Research Articles

예비유아교사의 유치원교사에 대한 이미지 변화 연구

The purpose of this study the images of kindergarten teachers thought bypre-service kindergarten teachers and whether the images of kindergarten teachers thought bypre-service kindergarten teachers change during the teacher training period. In this study, datawere collected through picture metaphors from 42 early childhood education students in thefirst semester of the first year and the first semester of the fourth year. The results of thestudy are as follows. First, the external images of kindergarten teachers thought by prospective early childhood teachers were ‘smiling’, ‘playing with children’, and ‘observingand supporting’, and the internal images of kindergarten teachers were ‘personal qualities’,‘professional competency’, and ‘professional attitudes’. Second, during the teacher trainingperiod, prospective early childhood teachers further consolidated ‘personal qualities’ amonginternal images and became to perceive ‘professional attitudes’ highly. Third, compared to thefirst grade, the fourth grade showed more complex images. With regard to the reason why theimages of kindergarten teachers changed, prospective early childhood teachers answered that‘major learning’ and ‘practical experience’ were important factors. Centering on the studyresults as such, a plan to support image formation that can help understanding teachers’ rolesin kindergarten teacher training was proposed.

Creating Animations with Powerpoint for Kindergarten Teachers in Dumoga Central District and Bolaang Mongondow District

The ability of kindergarten teachers to create animations is still far from "can," and they only create animations to meet specific requirements or tasks. In fact, compiling animations that were thought to be simple was not as simple as one might think. Creating animation appears to be the same as creating teaching materials in general. In fact, if the animation is organized according to the correct rules and regulations, compiling the animation becomes the most "difficult" research to complete. This is demonstrated by the situation of teachers who have been unable to correctly arrange animations. The community service program, which takes the form of learning media development training for kindergarten teachers in the Dumoga Tengah district, is expected to increase knowledge, skills, and confidence in their profession. Later on, teachers will be more motivated to develop themselves. The outcomes of this training will benefit schools by making the teaching and learning process more interesting by utilizing a wider range of learning media. Furthermore, the availability of training in the development of learning media will improve teachers' abilities to prepare their learning tools. Keywords: creating animation, PowerPoint

Barnehagelærere med ny identitet

When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one.

Bubble breaths relaxation training for kindergarten teachers

One of the problems in early childhood is adjustment to teachers and friends in kindergarten. This problem can cause anxiety in children. In early childhood, the anxiety will cause tantrums because children have difficulty defining their emotions. Therefore, kindergarten teachers need to master the skill to reduce anxiety in children. Based on that, bubble breaths relaxation training is important to kindergarten teachers. Bubble breaths relaxation training is conducted at Bianglala School. The purpose of this training is to provide knowledge and skills about bubble breaths relaxation for kindergarten teachers. The knowledge scale is given for measuring data before and after training. Based on the results of these measurement, there was an increase in knowledge of all participants after the training. Skill improvement can be seen from the practice process, the teachers have succeeded in practicing bubble breaths relaxation, and have been able to provide appropriate bubble breaths relaxation instructions for their students.

Knowledge and Attitudes around First Aid and Basic Life Support of Kindergarten and Elementary School Teachers and Parents in Taif City, Saudi Arabia.

The foremost cause of children's (1-19 year) death is inadvertent injuries. While most of these accidental harms occur at home and school, rapid and suitable parental and teacher intervention is required to increase the chances of a child's survival. Therefore, both parents and teachers of the children in kindergarten and elementary school must be knowledgeable in first aid practice and basic life support (BLS) training. In the current study, our ambition is to evaluate the orientation level, knowledge, and attitudes around first aid and BLS training of kindergarten and elementary school teachers and parents in the city of Taif, Makkah region. A cross-sectional study in Taif, Saudi Arabia, targeted kindergarten and elementary school teachers and parents of students enrolled at these levels. There were 648 participants included in this study. The researchers assessed teachers' and parents' knowledge and attitudes around first aid and BLS using a validated, self-administered online questionnaire. The study included 648 participants, including 248 (38.3%) teachers and 400 (61.7%) parents. The socio-demographic analysis showed that 412 (63.6%) are females and 233 (36.5%) are between the ages of 36 and 45 years. Approximately 142 (21.9%) participants reported previous training in the cardiopulmonary resuscitation (CPR) program, though more than half of them (53.5%) had outdated certificates (more than 2 years). The mean total knowledge for our study was 4.6 ± 1.4, with 22.4% of the participants being educated about first aid support and expressing a fair level of CPR foundations. Only a small percentage (2.3%) of the participants exposed a good and adequate theoretical level of knowledge around CPR skills and performance, while most of the contributors unveiled a poor level of knowledge (over 75%). There were no statistically significant differences between parents and teachers (p > 0.05). Finally, numerous participants (85%) appreciated training in the CPR program, and the most common motive was a "wish to avoid unnecessary death". We concluded that a sizable portion of the contributors expressed a lack of proficiency in the fundamental CPR training knowledge and skills, pointing to an alarming public concern. Promisingly, a sizable percentage of participants expressed motivated attitudes toward CPR training. Therefore, additional study and data are required to effectively combat injury, with an emphasis on investigating causes and risk factors, burden and socioeconomic health determinants, community awareness level and desire to contribute, and accessibility for disseminating specific intervention strategies.

Influence of Pre and In-Service Training Programs of the Kindergarten Teachers in the Implementation of the Kindergarten Curriculum

This study investigated the significant relationship between the extent of pre-and in-service training of kindergarten teachers and their performance ratings in 2020-2022. The profile of teachers was identified, which focuses on educational attainment, number of years in teaching and in-service and pre-service seminars attended by teachers, the extent of the pre and in-service trainings, and their performance ratings in two consecutive years. This study employed a non-experimental correlational research design, and the respondents were the 385 kindergarten teachers in the Division of Sarangani. The results showed that 70.87% are non-Early Childhood Education graduates and 17.47% of the kindergarten teachers are pursuing master's degrees, not specializing in Early Childhood Education, and 7.77% are pursuing master's degrees specializing in Early Childhood Education. Findings revealed that the pre-service trainings of kindergarten teachers are less extensive. However, the in-service trainings for kindergarten teachers are highly extensive. The performance rating of the kindergarten teachers in the two school years is Very Satisfactory. There was a strong significant relationship between the extent of pre and in-service teachers' training and their performance rating in the two school years. With the results of the study, it is recommended that teachers teaching kindergarten should pursue a master's degree specializing in Early Childhood Education. Also series of trainings and seminars should also be conducted to help kindergarten teachers improve their performances.

Podpora důvěry ve vlastní tvůrčí potenciál jako důležitá součást profesní přípravy učitelů výtvarné výchovy v preprimárním a primárním vzdělávání

The paper interprets the conclusions of selected research focused on the quality of Art Education and points out the possibilities of how these findings can be used retrospectively in the undergraduate training of future kindergarten and primary school teachers. The text also discusses the negative phenomena occurring in the practice of Art Education, drawing attention mainly to the reproduction and imitation of formal outputs of art activities. Therefore, it offers activated methods as a functional alternative. Their promotion combines with the support of confidence in the teacher's pedagogical potential and creative experience.

Beginnings of Competence based training in kindergarten teacher and teacher training in Romania

"Teacher training and development based on competence has been around for 60 years worldwide. The approach reached the Romanian teacher training in the twenty-first century and a list of competences for kindergarten teacher and teacher training was officially included in the national register of qualifications in tertiary education (RNCIS1) in 2012. The following study analyses the competences that are in force and relevant for kindergarten teacher and teacher training in view of the knowledge, attitude and abilities to develop. It becomes clear that organising training based on competences may be helpful in the conscious planning of the training process: it may render the educator’s work more effective as well as it can help students become conscious of their professional self-development. In addition, it may be acknowledged that the competences presently listed in the national register of qualifications in tertiary education (RNCIS) are comprehensive in nature, following a plan – implement – assess approach, the defined competences being slightly subject oriented whereas performance descriptors being too general. Keywords: competence-based training; tertiary education; teacher training "

University Preparation of Kindergarten Teachers for English Teaching in the Czech Republic

An ever-increasing trend of early foreign language teaching requires adequate responses to the university training of future kindergarten teachers. However, research in this area, including policies, suggests that the situation is not entirely satisfactory. This paper aims to determine the level of preparation of future teachers for teaching English to pre-primary children at individual universities in the Czech Republic. It presents findings obtained through quantitative content analysis of the syllabi of eight universities that provide education in the field of teacher training for kindergartens and focus on the preparation of future teachers for English tuition. The results show that courses for English tuition in kindergarten are not implemented by every university. Universities differ in their emphasis on foreign language tuition in kindergarten, which is reflected in the number and content of provided courses.

THE USE OF HUMOROUS MEDIA PRODUCTS AT PRESCHOOL EDUCATIONAL INSTITUTIONS AND PRIMARY SCHOOLS

The article reflects the description of application of humorous media products at preschool educational institutions and primary schools from the perspective of the analysis of psychological and pedagogical literature. Humorous media products are viewed as multifunctional media tools used for the development of motivation, thinking, imagination, creativity and communication skills in children. Besides, they serve for the leisure time organization purposes, national-patriotic and moral education, health saving, pedagogical diagnostics, as well as for preventive purposes, in particular to prevent aggressive behavior. Also, the use of humorous media products is considered to be an effective way to reduce the level of stress and anxiety in children in the challenging conditions of military invasion.
 Frequency of application of humorous media products in the interaction with children by the primary school teachers and kindergarten teachers has been diagnosed and analyzed. There have been defined the ways to improve training of future primary school teachers and kindergarten teachers at the institutions of higher education considering the application of humorous media products. They include the following forms: lectures "The problem of humor in the history of pedagogy", "Using humorous media tools for the preschoolers speech development", "Formation of transition skills of primary school students by means analysis of media with humorous potential", "Laughter therapy and health saving of preschool and primary school age children", "Humor therapy in work with children in crisis situations" in the course of study of the disciplines: "Actual problems of preschool education", "Organization of preschoolers game activities", "Introduction to pedagogy”, "Pedagogical technologies at primary school", etc.; methods: interactive, game, project; means: visual (books, periodicals), audial (audio fairy tales, etc.), audiovisual (cartoons).
 Ideas worth to be used at preschool educational institutions and primary schools have been identified. They refer formation of children’s ability to distinguish between jokes and mockery; make jokes only in appropriate situation; to reveal the comic and the serious, the fictional and the real in humorous media products.

Future kindergarten teachers’ pedagogical support in the process of distance learning

The authors reveal the features of a pedagogical support organization for students of higher educational institutions (on the experience of future kindergarten teacher training) in the process of distance learning. The organization of pedagogical support of the distance learning process is carried out in several scopes, namely: analytical and diagnostic (monitoring of distance learning courses; students’ characteristics studying; identifying their cognitive and professional interests; determining the individual style of cognitive activity; monitoring educational subjects’ interaction); educational (conducting activities that increase distance learning participants’ psychological competence); advisory (advising on the development of learning material, advising distance learning participants on development, learning, professional and personal self-determination, on specific issues that arise during learning) and methodological (creating recommendations for teachers to increase student’s motivation and pedagogical support organization). The authors show that pedagogical support is not only pedagogical activity, aimed at student’s personality self-realization, but also the lecturer’s value attitude to each student’s personality; respect for their individual identities; perception of the student as an equal one, as a subject of the educational process and their lives, who have a unique inner world and ‘Me-concept’; care for future kindergarten teachers’ psychological comfort. Providing students with pedagogical support, the lecturer’s task is to select the types and means of support that would allow the student to unleash their inner potential without imposing a particular way of solving problems

Innovation of "Dual system" Talent Training Mode of Preschool Education Specialty Based on High-quality Specialized Training Goal--Taking Quanzhou Preschool Education College as an Example

The pilot reform of the normal education"dual system" technical skills training mode was carried out by Quanzhou Preschool Education College.Through the innovation of the college-district-Kindergarten work together,preschool education professional "dual system" technical skills training mode solve the kindergarten teachers to accept higher education and learning, get through and widening the channels of kindergarten teacher training and development effectively, improve the preschool education teachers' quality greatly. It has demonstrated and promoted the reform of vocational education personnel training mode in the new period.

Missionary Froebelians’ Pedagogy and Practice: Annie L. Howe and Her Glory Kindergarten Teacher Training School

AbstractIn the mid to late nineteenth century, many missionary women from Western countries arrived in Japan to engage in educational work. They made a significant impact not only on the establishment of Christian kindergartens and kindergarten teacher training schools but also on the dissemination of Friedrich Froebel's theory of kindergarten education across Japan. This paper considers the role of religion in the missionary women's implementation of Froebel's theory to understand how Christian faith and values have influenced pedagogy and practice at their training schools, with a particular focus on the case of prominent American missionary and Froebelian Annie L. Howe (1852-1943) and her Glory Kindergarten teacher training school in Japan. By highlighting the curriculum and day-to-day training experiences at Howe's Froebelian kindergarten teacher training school, this study contributes to the body of knowledge about how teaching, learning, curriculum, and pedagogic discourse were transformed not just by the decisions of the Froebelians but also by Howe's Christian faith and values.

PELATIHAN GURU TK DALAM MENGHADAPI PROSES PEMBELAJARAN DARING DAN LURING TERBATAS DI MASA PANDEMI

TKK Santa Maria 3 is formed in the 1980s under the auspices of the Surabaya Dharma Putri Association Foundation. One of the difficulties faced emerged after the Covid-19 pandemic occurred online learning. In addition to facilities and infrastructure, the existing human resources at the TKK Santa Maria 3 Malang school still do not have adequate provisions for the implementation of online learning. Therefore, the service team from Ma Chung University held training for kindergarten teachers, especially at TKK Santa Maria 3 Malang, during the pandemic and post-pandemic, in order to be better prepared in the online learning process. This hybrid, offline and online activity is carried out in early 2021 with the hope that teachers can be more confident and apply better creativity in carrying out online learning. In practice, there are three main materials based on brainstorming and initial situation analysis, namely: (1) seeking information or seeking information, (2) blended learning and (3) acquisition of information or acquiring information that has been obtained for dissemination to students. The results of these activities can be carried out well, but after the evaluation is complete, there are several things that still need further explanation and adaptation in the post-pandemic PTMT period in 2022. So it is recommended that the team should hold similar activities again by adding more material which can bring teachers to adapt to the new conditions at current condition

It Is the Life in Your Years

For promoting high levels of educational quality, it is crucial to have mentally healthy and dedicated kindergarten teachers. This study focuses on the question of whether kindergarten teachers differ in their mental health-promoting personality characteristics and stress management strategies. Effects of selection, experience, and gender were examined by comparing kindergarten teacher trainees (N = 46), students (N = 26), and experienced teachers (N = 38). Students showed more emotional competence than trainees (d = 0.50). Experienced kindergarten teachers reported more agreeableness (d = 0.57) than trainees and students. A path model revealed that having an own family predicted being more agreeable (β = .25). Female teachers used more negative coping strategies (d = 0.66) and showed less occupational achievement motivation (d = −0.59) than males. The education and advanced training of kindergarten teachers should prioritize positive stress management strategies, emotional competence, and the importance of achieving personal goals.

PRACTICAL TECHNIQUES OF DANCING AND MUSICAL MOVEMENT FOR 5 - 6 YEARS OLD KINDERGARTEN CHILDREN (A CASE STUDY IN THE KINDER PRACTICE SCHOOL, THUA THIEN HUE COLLEGE OF EDUCATION)

Dancing and musical movement are important subjects of the musical educational curriculum in the kindergarten. Using our practical experiences during the implementation of the kindergarten teacher training curriculum, we propose novel practical techniques of dancing and musical movement training for the 5 - 6 years old children, aiming at contributing useful documents and techniques for efficient training of children in the kindergarten.

A Study on the Professional Key Competences of Kindergarten Teachers

Professional key competences comprise the necessary personality traits and action competences that meet the requirements of work. For kindergarten, they are an important reference for selecting and training teachers. This study uses the paradigm of qualitative research and is based on job analysis and the semi-structured interview method. Researchers conducted 37 semi-structured interviews with 29 kindergarten teachers from different provinces in China. A three-level professional key competence model of kindergarten teachers is preliminarily constructed. The inner layer of the model is the core professional values of kindergarten teachers, the middle layer comprises the four core personality traits of kindergarten teachers, and the outer layer comprises the nine key action competences of kindergarten teachers. The results of this study have important reference value for the training of kindergarten teachers and for the team building of teaching staff.

Pelatihan Metode Pembelajaran Contextual Teaching Learning untuk Meningkatkan Motivasi Belajar Siswa

The purpose of carrying out this community service activity is to increase the knowledge and understanding of kindergarten teachers about the application of Contextual Teaching Learning learning methods in increasing student learning motivation. The method used in this service is to provide counseling in the form of training for kindergarten teachers and provide assistance for six months. The participants in this community service activity were 6 teachers at Darul Muhsinin Kindergarten, Enjak Hamlet, Labulia Village, West Lombok Regency. The results of this community service indicate an increase in the skills of kindergarten teachers in designing and implementing effective learning methods for students that can increase student learning motivation.

Pendampingan Guru TK PAUD dalam Pembuatan Media Pembelajaran Interaktif Berbasis Powtoon dan Microsoft Office Powerpoint

The Covid 19 pandemic period with community service in the form of training for PAUD kindergarten teachers in Paiton Probolinggo sub-district in making interactive learning media using powtoons and powerpoints is very useful to help teachers provide learning material online so that students don't get bored learning at home. The material is also varied and interactive which is useful to attract the enthusiasm of the students to study harder.

MENGENALKAN DUNIA INTERNASIONAL PADA GENERASI DINI (SEBAGAI KURIKULUM PEMBELAJARAN TK)

The international world is very closely related to children in the present era. One way to introduce it is by inserting international science in kindergarten level education. This knowledge is rarely conveyed to early age students because the lack of providing material training for kindergarten teachers and the diversity of educational backgrounds makes it difficult to determine international material. Community service uses the method of delivering basic international material to kindergarten teachers, then it can be delivered to kindergarten students. The learning activities that will be provided are in the form of: 1) selection of basic materials about the international world, 2) the use of effective and fun learning media for kindergarten students. This community service aims to increase the knowledge of kindergarten teachers and students about the international world through quality and fun learning activities.