Professional Development Of Preschool Teachers Research Articles

Professional Development of Preschool Teachers for Inclusive Educational Practice

With the development of globalization and continuous changes in terms of the formal inclusion of children in social systems, the need for acceptance and inclusion in the system of children with special social support needs has been recognized. The research aimed to determine the circumstances that are significant for the professional development of preschool teachers (frequency, motivation, forms, self-assessment of abilities, application of new knowledge, and cooperation) for the needs of inclusive educational practice in preschool institutions. A convenience sample of 141 preschool teachers from the territory of the cities of Pirot and Niš participated in the research. Teachers expressed their views on this topic using a Likert-type scale composed of 52 items divided into 7 subscales, through the use of a Google Forms questionnaire. The obtained results show that: teachers consider continuous professional development for the organization and implementation of inclusive practice to be significant and necessary; teachers enhance their expertise in the field of inclusion through activities such as thematic workshops, online programs, and joint activities with other teachers, while individual and group research is less frequently applied. Preschool teachers with fewer years of work experience apply various forms of professional development in the field of inclusion. Teachers who implement inclusive educational practices with the nursery or younger preschool group are less motivated for professional development in the field of inclusion. Preschool teachers with less work experience tend to apply new knowledge in the field of inclusion (acquired through professional development). Based on the obtained results, it is recommended to encourage and support teachers in choosing activities for professional development that contribute to the development of skills and knowledge for working in inclusive educational practice.

Challenges of Professional Development for Preschool Teachers in Selangor

Challenges of Professional Development for Preschool Teachers in Selangor

МОДЕЛЮВАННЯ УПРАВЛІННЯ МОТИВАЦІЄЮ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПЕДАГОГІВ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

The modernization of preschool education is based on the standard of the new generation, the realization and implementation of which is impossible without improving the management of the quality of preschool education organizations. The article analyses contemporary forms and methods of monetary and non-monetary labour motivation of the employees of the sphere of that pre-school education as an important factor in improving the efficiency of labour. Nowadays improving the quality of education in preschool education institutions is a socially significant problem which pedagogical sciences and practice face. The purpose of the paper is to analyse the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context. This research is set to: determine the factors affecting the motivation of teachers of preschool education institutions, to identify the stages of improvement of the system of motivation of preschool education specialists. Methodology of the study is based on the use of a set of methods determined by the peculiarity of the research problem: analysis of domestic and foreign scientific literature, synthesis, systematization, generalization, abstraction, as well as the interpretative and analytical method, which are used to provide theoretical analysis of the source base. The article shows that the pre-school education system is a particular institution for the formation of the personality of the younger generation. The role of teachers who work with children cannot be underestimated. The quality and effectiveness of teachers are largely determined by their motivation to perform educational work. The authors show that within the framework of pedagogic management it is important to find effective approaches to motivate staff of preschool educational organizations. It has its own peculiarities connected, on the one hand, with the government regulation in this sphere of activity, and, on the other hand, with the specific goals of the organization, the socioeconomic realities of its functioning and development, personal and professional characteristics of the staff. The authors of the article prove that management of motivation is a constant process which requires continuous improvement of the motivation system of staff and its parts taking into account the results of the diagnosis of the existing system, standards, existing external and internal constraints, characteristics of tangible and intangible benefits, permanent monitoring the work of each part of the system, with an assessment of their effectiveness. The authors provide factors that affect the motivation of staff of preschool educational organizations. These factors are divided into objective, with a limited influence from the management of the organization, and subjective, being in their sphere of influence. The subjective factors are presented through an external reflection, when teachers need public recognition of their merits, complexity and multidimensional nature of their work, and through the internal reflection when a teacher needs to maintain and develop the desire and opportunities for professional growth. The author offers the diagnostic techniques for studying motivation and professional activity effectiveness in the preschool educational institution, as well as the system of measures that allow educational organizations to change their work, increase teachers’ motivation and, as a result, to raise the effectiveness of their activities. We have grounded the author’s approach to the integral mechanism of motivation of pedagogical workers’ professional activity, orientated towards activation of pedagogical workers on the basis of study of their necessities, interests, personal aims and possibilities of their integration with the aims of the educational establishment as well as the usage of structural elements of different motivation models in management.

Preparation of preschool teachers during the COVID-19 pandemic: an online professional development program in STEM education

ABSTRACT Background This study investigated how an online professional development program (OPDPs) affected preschool teachers’ STEM teaching competence, what technological tools and materials they used during STEM education after the program, and what they thought about OPDPs. Purpose This study aimed to focus on all dimensions of the effects of OPDPs on the professional development of preschool teachers in STEM education Sample The sample consisted of 41 public or private school preschool teachers (33 women and eight men) with different experiences. Desıgn and method Participants were recruited using purposive criterion sampling. The study adopted a mixed embedded design. Quantitative data were analyzed using paired sample t-test, Wilcoxon signed-rank test, and effect size. The qualitative data were analyzed using inductive content analysis. Lesson plans were analyzed using descriptive statistics. Results The program help participants develop the competence to deliver STEM classes. It also helped them positive attitudes toward OPDPs. After the program, participants used more tools and materials (technological materials, daily-life materials, computer-free coding materials, Lego sets, etc.) in their lectures. Recommendations were made based on the results.

Analysis on the strategies of cultivating children's behavior observation ability of preschool education students in higher vocational colleges

Children's behavior observation is the premise of preschool education activities, and one of the basic abilities of preschool teachers. With the continuous development of preschool education, children's behavior observation ability is increasingly valued. In recent years, national policy documents such as the Guidelines for Kindergarten Education (Trial), the Professional Standards for Kindergarten Teachers (Trial) have been issued successively, the role of preschool teachers has been changed, and games are the basic activities the practice and promotion of education concepts such as child-centered education have emphasized the important role of children's behavior observation ability in the professional development of preschool teachers. It can be seen that the students of preschool education major in vocational colleges need to improve their children's behavior observation ability in order to better adapt to the future education work. Therefore, this study attempts to improve the curriculum, teacher teaching, practical training, etc, this paper probes into the problems existing in the cultivation of children's behavior observation ability of preschool education majors in higher vocational colleges, and puts forward countermeasures and suggestions based on the current situation to promote the development of relevant fields of preschool education majors in higher vocational colleges.

Entrepreneurship in Preschool Education: Turkish Preservice Teachers’ Entrepreneurship Features, Comparison with their Lecturers’ Views and Suggestions for Development

Learning skills and developing competencies at early ages augment its benefits later in life, and therefore, can be effective in the long run. Starting from this point, the paper argues the need for and importance of enterprise education in preschool education. The paper aims to explore preservice preschool teachers’ entrepreneurship features and make suggestions for implementing enterprise education in teacher education programmes. “The Entrepreneurship for Teacher Candidates Scale” was employed with 184 preservice preschool teachers, followed by interviews with four of their lecturers. Descriptive statistics and two-way ANOVA was used to analyse the quantitative data, and thematic analysis was used for the qualitative data. Overall, the results showed that preservice preschool teachers’ perception of their level of entrepreneurship features was high, which was not agreed by lecturers except for self-confidence. The results of two-way ANOVA did not indicate any significant difference (p>.05) for any of the factors investigated (i.e., gender, year of study, taking entrepreneurship courses previously, and/or having an entrepreneur in the family). This means that participants had similar scores and have similar levels of entrepreneurship features. Having no impact of the year of study and entrepreneurship courses attended previously on participants’ entrepreneurial features may suggest the revision of preschool teacher education programmes and the content development targeting such features. Finally, practice-based, active, and collaborative teaching is suggested rather than theory-based teaching for enterprise education in preschool teacher education programmes. Teacher-academics meetings, seminars and workshops about enterprise education are suggested for professional development of preschool teachers.

Elements of the Transformation of Preschool Curriculum and Educational Practices

The development of a curriculum poses a challenge for theoreticians, practitioners and educational policy makers. The official curriculum of a country represents the guidelines that should serve as the basis on which practices are developed in educational institutions. However, every institution modifies and applies the curriculum differently. The level of a practitioner’s professional development, as well as the culture of the educational institution in question profoundly influence the manner in which the curriculum is evolving in a particular educational institution. For that reason, it is especially important to facilitate access to systematic and high-quality professional development for preschool teachers, so that they are capable of developing the curriculum in line with the challenges of our time and contemporary scientific findings on early childhood education and care. The practice of many preschool teachers in Croatia reflects an outdated understanding of educational work involving children, and the official curriculum does not have much of an impact on that fact. Despite the fact that the practices of individual preschool teachers, even within the same institution, can differ significantly, there are certain shared traditionalisms that represent a burden for practice in Croatian preschools, and that are not easily removed. In order to gradually remove them, i.e., replace them with more contemporary methods of educating children, it is necessary to first become aware of them, as it is precisely the lack of awareness that such traditionalisms exist that causes them to remain a part of the practice.

Professional Development of Teachers of Preschool Education Institutions and Distance Learning: Advantages, Difficulties and Prospects

In times of fast-changing information, in order to keep teachers’ knowledge and skills up to date and to comply with one of the tenets of sustainable development – lifelong learning – specialists in the sector should develop professionally. This will not only meet professional needs for new information, knowledge and skills, help teachers to perform their professional duties effectively in a rapidly changing environment, but will also help them to be competitive in the labour market. The purpose of this study was to investigate the advantages of applying distance learning for the professional development of preschool teachers, to identify the challenges that specialists of this industry face in the process of distance learning, and to determine the prospects for the development and improvement of this form of education. In the course of the study the authors used a set of general scientific theoretical and empirical research methods, such as analysis, statistical data processing, synthesis, surveying and generalisation. The key advantages of distance learning are highlighted, including individuality, flexibility, asynchrony, openness and self-organisation. It has been revealed that the remote format of education today is characterised by a number of problematic aspects in the implementation process, in particular the insufficient level of technical equipment, the lack of an adequate competence component in the professional training of teachers and the disruption of communication between the subjects of the educational process. It has been found that the majority of postgraduate institutes have courses designed for the professional development of preschool teachers and use both full-time and distance learning. The likelihood of technological, organisational and pedagogical difficulties for the trainees of the upgrade training courses has been determined. The study revealed that most teachers are generally satisfied with this form of training, but not all are ready to implement it in their work. The practical value of the study consists in summarising the characteristic features of distance education on the basis of theoretical analysis and questionnaires

Formation of Aesthetic Direction of the Teacher of Preschool Education

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

The effect of the e-mentoring-based education program on professional development of preschool teachers.

The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTE:PT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTE:PT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTE:PT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTE:PT program supported preschool teachers’ professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.

The Influence of the Transformational Leadership of the Headmasters on the Professional Development of Preschool Teachers

The purpose of this research is to study the influence of the transformational leadership of the headmasters on the professional development of national preschool teachers in Perak state. The design of this study is quantitative descriptive using questionnaires as the instrument. The sample consists of 260 national preschool teachers from Perak, Malaysia. The research instrument is adapted from Leadership Practice Inventory (LPI) and Readiness, Planning, Training, Implementation and Maintenance (RPTIM) Model. The findings showed that the level of the transformational leadership of the headmasters and the level of preschool teachers’ professional development are high. Pearson correlation analysis showed a significant positive relationship between these two variables. The regression analysis showed a high percentage of transformational leadership contributing to the preschool teachers’ professional development. In conclusion, transformational leadership of the headmasters has evidently influenced the professional development of preschool teachers. It supports the views that transformational leadership is an ideal leadership style to be practiced by the school leaders.

ОСОБЕННОСТИ ГОТОВНОСТИ ПЕДАГОГОВ ДОШКОЛЬНОЙ ОРГАНИЗАЦИИ К РАЗВИТИЮ ЛОГИЧЕСКОГО МЫШЛЕНИЯ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА

The article deals with the problem of professional development of preschool teachers in modern conditions, the relevance of improving competence in the development of logical thinking of preschool children. The need for teachers to master the skills associated with the development of logical thinking of preschool children is due to many factors: preparation for school, the sensitivity of the period, the importance of developing the ability to process the increasing flow of information coming from the surrounding world. When determining the content characteristics of the problem, the concept of "teacher readiness" is highlighted and the analysis of positions relative to this concept is presented. The article describes the subject content of the components of teachers 'readiness to develop logical thinking, defines the structure and criteria of teachers' readiness to develop logical thinking in preschool children, and selects methods for evaluating them.

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children.

Introduction: Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children. This study investigated the links between domains of pre-school teachers' professional competence (i.e., negative stereotypes, multicultural beliefs, self-efficacy, and enthusiasm when teaching newly arrived refugee children), and examined whether teachers' professional competence was linked to their perceptions of newly arrived refugee children's behavior problems.Method: In a cross-sectional self-report survey, N = 147 German pre-school teachers reported on their professional competence and completed the Strengths and Difficulties Questionnaire (SDQ) for a selected refugee child from their pre-school group. We used regression modeling to link teachers' negative stereotypes and multicultural beliefs to their self-efficacy and enthusiasm for teaching refugee children. Next, we examined the links between teachers' beliefs, values, and motivational orientations to their ratings on the SDQ subscales. Last, we linked demographic data on teachers and children to teachers' professional competence and SDQ ratings.Results: Teachers with more negative stereotypes toward newly arrived refugee children and less agreement with multicultural beliefs reported lower self-efficacy and enthusiasm for teaching newly arrived refugee children. Teachers with more negative stereotypes perceived more hyperactivity/inattention and total difficulties. Teachers with higher self-efficacy perceived less hyperactivity/inattention, less total difficulties, and more prosocial behavior. Additionally, teachers who had more experience with refugee children reported more negative stereotypes and higher agreement with multicultural beliefs. Teachers having more overall work experience perceived more total difficulties. Boys were perceived to display more externalizing behavior problems, less prosocial behavior, and more total difficulties. Older children were perceived as displaying more prosocial behavior and children from African countries were perceived as displaying more conduct problems.Discussion: Our findings suggest that pre-school teachers' stereotypes and self-efficacy might be related to perception biases concerning newly arrived refugee children's externalizing behavior problems. Implications for the professional development of pre-school teachers and teacher-informant diagnostics of refugee children's socio-emotional needs are discussed.

Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance

Purpose: Firstly, the Caring Behaviour Questionnaire for Preschool Teachers was developed to facilitate formal assessment of preschool teachers’ caring quality. Caring behavior, as an important performance of preschool teachers’ caring quality, can reflect the real state of preschool teachers’ caring. The research on the structure and present situation of preschool teachers’ caring behavior is not only the exploration of caring theory, but also conducive to the professional development of preschool teachers. Here we report the development and initial validation. Secondly, the relationship model of the four variables of preschool teachers’ caring behavior, competence, occupational happiness and job performance is established to explore the internal mechanism of the effect of preschool teachers’ caring behavior on job performance. Methods: Firstly, the initial item pool was developed based on a theoretical framework, empirical literature, existing scales and expert review. The Caring Behavior Questionnaire for Preschool Teachers (CBQPT) was developed from the thematic analysis of open questionnaire surveys with preschool teachers. The questionnaire was conveniently distributed to 80 front-line preschool teachers from 8 kindergartens in Xinzhou city. Exploratory factor analysis was utilized to explore domains in the questionnaire. Construct and convergent validity data, internal consistency and composite reliability of the domains were analyzed. Demographic data and preschool teachers’ characteristics were collected. Secondly, participants were 500 Chinese preschool teachers who reported measures of the current situation of kindergarten teachers’ caring behaviors, self-assessment questionnaire for teachers’ competence, work performance and occupational happiness. Structural equation modeling and bootstrap mediation tests were used. Results: Firstly, four-hundred and fifty-four preschool teachers completed the questionnaire of preschool teachers’ caring behavior. The final questionnaire of preschool teachers’ caring behavior has 19 items under five internally-consistent and reliable domains: understanding and support, class management, communication, respect and trust, reflection and promotion. The full scale demonstrated good internal consistency (∝ = 0.94), composite reliability of the domains, acceptable convergent, divergent validity, good construct and convergent validity. The internal consistency coefficient of the questionnaire was 0.940, class management 0.741, understanding and support 0.855, communication 0.820, respect and trust 0.825, reflection and promotion 0.814 respectively. The reliability and validity of the questionnaire meet the requirements of measurement. This questionnaire was used to measure 484 kindergarten teachers. Secondly, the results showed that teachers’ caring behavior significantly positively predicted work performance in preschool teachers. Competence and occupational happiness were found to play a mediating role between teachers’ caring behavior and work performance in preschool teachers. Conclusions: Firstly, initial evaluation shows the CBQPT has good validity and reliability and is a promising tool for the measure of current situation of preschool teachers’ caring behavior towards children. The results showed that the overall caring behavior level of kindergarten teachers was high, and the average score from the highest to the lowest was understanding and support, respect and trust, class management, reflection and promotion, communication. In educational background, there is no significant difference in preschool teachers’ caring behavior. There are significant differences in preschool teachers’ caring behavior in teaching age, marital status, school location and school nature. Preschool teachers’ caring behavior in public schools is significantly higher than that in private schools. Married preschool teachers’ caring behavior is significantly higher than unmarried preschool teachers’ caring behavior. Urban preschool teachers’ caring behavior is significantly higher than rural preschool teachers’ caring behavior. Public schools’ caring behavior is significantly higher than private kindergarten teachers’ caring behavior. Secondly, the study expands the understanding of the mechanisms underlying the effect of teachers’ caring on work performance by the mediating roles of competence and occupational happiness, and its findings are novel and insightful, both theoretically and practically. This study not only clarifies that preschool teachers’ caring behavior positively predicts work performance but also supports the roles of their competence and occupational happiness as mediators in this relationship.

Analysis of Influencing Factors and Strategies of the Professional Development of Preschool Teachers

Analysis of Influencing Factors and Strategies of the Professional Development of Preschool Teachers

MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

Erken Çocukluk Döneminde Öğretmen Sorularının Uygulama Bazlı Kullanımlarının Bağlamsal Olarak İncelenmesi

Bu araştırmanın amacı bir erken çocukluk eğitimcisinin sınıf içi öğretimsel süreçlerde kullandığı soruların uygulama bazlı ve bağlamsal olarak incelenmesidir. Araştırmanın katılımcılarını bir erken çocukluk eğitimcisi ve 16 çocuk (60-72 aylık) oluşturmaktadır. Sınıf içi uygulamalar görsel olarak kaydedilmiş ve sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yaklaşımıyla analiz edilmiştir. Veri temelli ve teori yönelimli katalog (Öğretmen Soruları Kodlama Kataloğu) aracılığıyla öğretmen soruları saniye ve/veya dakika aralıklı kodlanmıştır. Soruların söylemsel işlevleri yedi kategori ve 28 alt kategori altında toplanmıştır: iletişimsel sorular, izleme soruları, değerlendirme amaçlı sorular, çeldirme amaçlı sorular, delillendirme soruları, gözlem-karşılaştırma-tahmin soruları ve çıkarım amaçlı sorular. Ayrıca gözlemlenen soru türevlerinin ve oranlarının uygulama bazlı olacak şekilde öğrenenlerin sınıf ortamına getirdikleri kendi, acemi günlük dilleri ile öğretmenin öğrenenleri götürmeye çalıştığı bilimin sosyal dili arasındaki farklılıklardan ciddi derecede etkilendiği gözlemlenmiştir. Buna ek olarak uygulamalardaki müzakere edilen tematik içeriğin özelliğinin öğretmenin sorularının türevlerini ve oranlarını değiştirebileceği sonucuna ulaşılmıştır. Özellikle öğretmen farkındalığı bağlamında okul öncesi öğretmenlerinin mesleki gelişimleri adına çeşitli önerilerde bulunulmuştur.

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

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

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

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

Confusion and Path of Preschool Teachers’ Professional Development under the Background of Big Data

The advent of “Big Data” has brought a new round of challenges to the professional development of preschool teachers in China. At the same time, it has also put forward new requirements for the professional development of preschool teachers. Based on the perspective of big data, this paper proposes the path of professional development of preschool teachers in the context of big data by analyzing the confusion faced by the professional development of preschool teachers in the context of big data. The first is to change the traditional concept and reshape the role of preschool teachers. The second is to transform the teaching thinking and change the teaching methods of preschool teachers. The third is to update the development model so that the professional development model of preschool teachers can keep pace with the times. The ultimate goal is to enable preschool teachers to better improve their professional development skills.