Pre-service Kindergarten Teachers Research Articles

Training Professional Kindergarten Teachers and Preservice Kindergarten Teachers in Astronomy Education: The Challenges of the ABATAC Project

This article discusses the challenges faced by professional kindergarten teachers (PTs) and preservice kindergarten teachers (PSTs) during their participation in the ABATAC project, which took place during the academic year 2021–2022. The project’s aim was to provide astronomy training to PTs and PSTs, enabling them to plan and deliver astronomy lessons for young children. A combined quantitative and qualitative analysis of the data was conducted to comprehend the difficulties encountered by the participants during their training and implementation in classrooms. The research showed that ABATAC had an overall positive impact and did not present significant difficulties to the participants. However, some challenges that stood out included developing age-appropriate astronomy lessons for children and implementing ABATAC’s methodological approaches. Although the participants had limited knowledge of astronomy concepts and lacked experience in teaching astronomy activities, their confidence and self-efficacy in delivering astronomy activities improved after the ABATAC training. Additionally, some other issues, such as navigating the ABATAC course, were also brought up. The program appears to have contributed to an increase in the participants’ readiness and confidence to organize and implement astronomy activities in their teaching.

Engaging kindergarten pre-service teachers in the design and implementation of STEM lessons

IntroductionEngaging young students in integrated STEM early on can support them to develop their competences linked to problem solving and critical thinking. Despite the importance of STEM education in younger ages, teachers still lack the skills and competences to implement STEM in their classes. The purpose of this study is to explore how pre-service kindergarten teachers (PSTs) understand STEM education, how they design lesson plans to teach STEM and how they implement STEM in their teaching.MethodsParticipants of the study were 21, 3rd, and 4th year students studying to become kindergarten teachers. The participants of the current study attended a Science Methods Course for Kindergarten which is a 36 h long course. Data collected included questionnaires, reflections, lesson plans, interviews, and classroom observations.ResultsFindings for the first research question reveal that kindergarten PSTs were not familiar with STEM education and did not have any previous experience with STEM education either as school students or during their studies at the university. Another important finding is that teachers’ views on STEM education improved after the theoretical introduction to STEM, but considerable improvement and understanding of STEM education was evident after they engaged as learners in a STEM lesson specially designed for kindergarten students.DiscussionFindings from the lesson plans designed by the PSTs showed that when working in groups PSTs designed lessons which offered integration between two subjects, mainly math and science. Finally, when implementing STEM lessons PSTs had similar difficulties as when designing lessons. Additionally, PSTs reported that they did not have support from their mentors, or their mentors did not act as role models during the implementation of their designs. What this study supports is the need for teacher preparation programs to prepare kindergarten teachers in understanding what STEM is, but also supporting them in the process of designing and implementing STEM lessons. Implications from this study include the design of a teacher training course to support PSTs during their studies and in their early career, but also include mentors as part of the training course to support them to act as positive role models.

What keeps them off the playing field: a textual analysis of Chinese female pre-service kindergarten teachers’ adolescent sports life history

ABSTRACT While studies have explored the physical literacy of Chinese kindergarten teachers and its impact on young children’s health, to date, none has provided a comprehensive analysis of Chinese kindergarten teachers’ self-perceptions in relation to sport. This study explored the environmental stressors associated with participating in sport during the teenage years of 148 Chinese female pre-service kindergarten teachers majoring in early childhood education at a Chinese university through the analysis of their individual sports life history texts. The researchers found that there were multiple simultaneous pressures regarding girls’ sport participation in China. First, there is the pain of student sports participation caused by the pull of multiple forces, and the inconsistency between government, school, family, and student demands for sports, which makes both sports and students a passive presence. Second, there is gender discrimination against women in the sports arena, which adds another burden for girls. Third, physical education teachers seem to have been unable to solve the physical and mental discomforts caused by perceptions of girls’ limited ability, accidental injuries, anxiety and shyness in the sports process. The study revealed the profound impact of body culture and gender culture in Confucianism on adolescent girls’ sports during puberty. The findings contribute to understanding and improving the pre-service physical education practices of female kindergarten teachers and female physical education practices during adolescence, as well as, in the long run, improving the quality of kindergarten children’s physical activity in a context where females are the dominant occupational group.

How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?

In this article, evaluations of apps from kindergarten preservice teachers were analysed in relationship to their understandings about children’s cultural formation. The Artifact-Centric Activity theory, a theoretical model based on Cultural-Historical Activity theory, was used in this study to identify how kindergarten preservice teachers considered that the digital games could engage children in mathematics. This analysis gave insights into what the kindergarten preservice teachers considered to be appropriate mathematics for young children and how they should learn it, which can be contributors to children’s cultural formation. The results of this study give insights into how teacher education could be changed so that kindergarten preservice teachers could include other aspects in evaluating apps, such as connections to play and creativity, in alignment with the requirements of the Framework Plan. Making the kindergarten preservice teachers aware of the need for the inclusion of such foci is likely to affect kindergarten children’s potential cultural formation.

Pedagogical Training During the COVID-19 Epidemic and Its Two Tracks: Remote and Face-To-Face

Aim/Purpose. The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background. The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology. The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution. The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings. The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners. The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams. Recommendations for Researchers. Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society. Face-to-face training based on interpersonal relationship, allows to develop better during the training period.

중국 예비유아교사가 생각하는 가르침의 의미

Objectives This study aims to understand preservice kindergarten teachers’ belief systems on teaching and their recognized meaning of teaching so that they can redefine their own perceptions of teaching. Methods To this end, this study selected 90 consistently participatory students out of a total of 102 students enrolled in the childhood education program’s third term early childhood teacher education course at a 4-year college of education in the S district of Jilin province, China, and collected data through multiple methods including conducting discussions, image analysis, and kindergarten class video analysis. Results The study’s results showed that Chinese preservice kindergarten teachers’ understanding of the meaning of teaching can be broadly categorized into: two-way interaction, social responsibility and duty, problem-solving situations in daily life and directly related activities, and optimistic and harmonious emotional development and related activities. Conclusions The findings show that first, teaching is not merely a means to an end but an act pursuing goodwill in and of itself, is a practical execution that goes beyond being a tool, and is a “relative” practical execution that requires the responsibility of having the ability to react. Second, as an act that tells the learner the direction they should go in and passes on an understanding of the directionality learners ought to make judgments with, teaching is an act that requires responsibility and a sense of duty. Thus, the meaning of teaching to a teacher must expand and teachers must develop the ability to independently recognize and judge the way they teach. Third, as the act of teaching is related to problem-solving in daily life, practical knowledge must be emphasized and developed. Fourth, since the act of teaching is related to optimistic and harmonious emotional development, the perception of teaching and a positive job identity are very important. The conclusion of this study suggests that recognizing teaching morality before executing the teaching role at the preservice kindergarten teacher stage and making philosophical reflections about teaching are necessary.

The relationship between pre-service kindergarten teachers' professional identification and career adaptability: A chain mediation model.

The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers. Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS. (1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability. Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers' professional identification and career adaptability. The paper also discussed the limitations and implications of this study.

Pre-service kindergarten teachers’ conceptualization and enactment of twenty-first century skills: 2030 vision

This research was conducted to determine to which degree pre-service kindergarten teachers practice the twenty-first century skills of learning and creativity, digital culture, and life and work with the kindergarten child in light of vision 2030. Descriptive analytical approach was employed. A representative sample of the study population was selected by stratified random method. Therefore, 250 female teachers were relied upon as selecting the study sample. An online survey was created by Google Docs. Results show that all the three skills are highly practiced by pre-service kindergarten teachers.
 Keywords: Pre-service, kindergarten teachers, twenty-first century skills, conceptualization, enactment, 2030 vision

The Relationship between Learning Motivation, Achievement, and Anxiety of English Language among Pre-service Kindergarten Teachers

The Relationship between Learning Motivation, Achievement, and Anxiety of English Language among Pre-service Kindergarten Teachers

Analysis of Structural Relationships between Major Satisfaction, Academic Self-efficacy, and Learning Flow among Pre-service Kindergarten Teachers

Analysis of Structural Relationships between Major Satisfaction, Academic Self-efficacy, and Learning Flow among Pre-service Kindergarten Teachers

Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period

ABSTRACT This study examined the distance teaching practices that early childhood preservice teachers chose for working with kindergarten students during the COVID-19 lockdown. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), (c) and those who initiated activities distance teaching (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study.

Animals as performers or exhibits: A study of their relevance to Portuguese, Spanish, and Greek pre-service teachers

ABSTRACT This study involves Portuguese, Spanish and Greek pre-service primary teachers (n = 210) and pre-service kindergarten teachers (n = 195) and identifies through a questionnaire a) their personal opinions and b) perception of the didactic value of eight performances with live animals. The results were compared by course among countries and between courses in the same country. Globally, the pre-service teachers neither showed a great personal interest, nor recognized great didactic relevance in these shows. Pre-kindergarten teachers from Portugal and Spain tend to value them more positively as a way to bring children closer to animals. Shows with aquatic mammals received the greatest appreciation in both dimensions, especially in the Greek sample; birds of prey shows were valued more by the Iberian participants. Violent shows, such as fighting animals and bullfighting, were very negatively viewed. Shows with pets and birds of prey were viewed frequently as more detrimental to animals than they are. The results show that a better understanding of the impact of each show on animals is needed, if pre-service teachers are to make informed decisions in their professional future.

Career Exploration and Career Decision Self-Efficacy in Northwest Chinese Pre-service Kindergarten Teachers: The Mediating Role of Work Volition and Career Adaptability.

Studies have documented that career exploration is significantly associated with CDSE, but how this association occurred is not clear yet. This study committed to clarifying the mechanism underlying the relationship between career exploration and CDSE by investigating the mediation effect of work volition and career adaptability among 586 pre-service kindergarten teachers. The participants are recruited from Ningxia Hui Autonomous Region in northwest China, covering Han, Hui, and other minorities. They took part in a two-wave (6 months apart) longitudinal survey and reported on their career exploration at T1, work volition, career adaptability, and career decision self-efficacy (CDSE) at T2. Results showed that T1 career exploration is directly related to the T2 CDSE. Further, career exploration contributed to the CDSE through both the separated mediation path and the chained mediation path of T2 work volition and T2 career adaptability. The results suggest that individuals who engage in more career exploration activities are likely to have more confidence in their abilities to make career decisions over time, which was partially and serially explained by individuals’ perception of capacity despite constraints and greater self-regulatory strength. This study is a first attempt to deeply clarify the link between career exploration and CDSE, and the findings shed light on the independent and serial mediating effects of work volition and career adaptability. The implications and limitations are discussed.

Experiencing (from) the inside – Mediated perspectives in kindergartens

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

Preservice kindergarten teachers’ narratives during the COVID-19 pandemic

PurposeThe purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the COVID-19 pandemic and following the first period of lockdown.Design/methodology/approachThe sample included 38 preservice kindergarten teachers in their third and final year of studies who worked in kindergartens as student teachers. Data were collected using reflective journals written by the participants during their studies, after returning to work following the first lockdown. The author analyzed the data using the life-story narrative method.FindingsThe analysis identified four different types of early education preservice teachers based on their ability to cope with the shift in work conditions. The discussion offers insight into participants’ ability to effectively implement the professional tools they had acquired in the program and during the practicum.Research limitations/implicationsLimitations include reliance on data from reflective journals, which may be missing details that would have been collected face-to-face. The study has important implications for the functioning of kindergarten teachers in times of crisis, which should be taken into account in the design of the teachers’ training programs.Originality/valueThe effect of the pandemic on the quality of the preservice kindergarten teachers’ training process, and its implications for functioning in other types of crises are discussed.

How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context?

ABSTRACT This paper reports the initial findings of a study about the learning process of 17 pre-service kindergarten teachers in a higher diploma programme at a vocational training institute in Hong Kong. The existing literature regards experiential learning as a reflective process that allows student teachers to make new meaning from learning experiences gained during their training. However, these reflective processes lack commonality, and the findings are rarely situated in the context of vocational education. In this regard, empirical data were gathered as evidence of how student teachers develop their ideas of competence in a vocational training programme based on the perspective of Kolb’s experiential learning model. This paper addresses the further implications for programme administrators, institutional fieldwork supervisors and researchers.

Stressors and psychological distress: Music listening as a coping strategy for pre-service kindergarten teachers

Against the backdrop of the worldwide spread of COVID-19, this study aims to validate a model for coping with psychological distress and examine the effect of music listening, as a coping strategy, in moderating and lessening the effects of stressors on psychological distress. Based on 198 returned questionnaires from preservice kindergarten teachers, this study suggests students experienced such common mental health issues as stress, anxiety and depression due to the COVID-19 pandemic. Time pressures, general social mistreatment, academic alienation and developmental challenges were significant stressors predicting students’ anxiety. Music listening played a prominent moderating role on the relationship between stressors and psychological wellbeing mental health/psychological distress. However, music with lyrics with a positive meaning may lessen the moderating effect of musical elements. This study suggests that music listening has a prominent moderating effect on health/psychological distress, while the implicit or explicit musical meaning of the music perceived by the audience determines its moderating effect.

A Guiding Program to Improve the Feeling of Happiness for Pre-Service Kindergarten Teachers

A Guiding Program to Improve the Feeling of Happiness for Pre-Service Kindergarten Teachers

Public Health and Early Childhood Education: An Analysis of Chinese Pre-service Teachers’ Reflections During the COVID-19 Pandemic

The purpose of this study was to investigate Chinese pre-service kindergarten teachers’ beliefs and behaviors inherent to a public health perspective in the time of coronavirus disease (COVID-19) pandemic. The study intended to deepen our understanding of the contextual factors that may influence their future implementation of public health education in early childhood settings. Forty-five participants were recruited from an early childhood teacher education program, with the majority (n = 41) reporting that they lived through the strict restrictions in different regions of China during the initial COVID-19 outbreak. Data were collected via a reflective writing task from an online course. The results indicated an increasing awareness of public health among the participants due to the COVID-19 crisis. Their personal hygiene behaviors included personal protection, cleaning, disinfection, physical distancing, avoidance, and ventilation. The pandemic also changed pre-service teachers’ beliefs about the importance of public health education. Although the participants seemed to have positive attitudes toward public health education, evidence of their limitations of knowledge and skills was further exposed in their ideas for teaching health-related topics. When there is a need to strengthen public health education in the ongoing fight against COVID-19, this paper calls for a refocus in pre-service teacher education to improve public health outcomes for young children.

Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens

Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of computers into early learning environments. We sought to examine: (a) the perception of preservice kindergarten teachers with regard to narrowing the digital divide to help reduce inequality among children in the kindergarten; (b) teachers’ feelings of threat or challenge when facing the integration of computers; and (c) correlations between various study variables. This was a mixed-method study, using a sample of 124 female preservice kindergarten teachers in Israel. The study found that the attitudes of preservice teachers toward integrating computers into kindergartens are mainly positive. The findings suggest that there is a higher chance for preservice kindergarten teachers to effectively integrate computers when they start working than for inservice kindergarten teachers who currently make limited use of a digital environment. This finding is encouraging and may indicate a higher degree of e-Readiness among recent graduates of kindergarten education programs.