Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Teacher Professional Development and Teaching Practices in Early Childhood Education:...
share announcement

Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 31 May 2025 | Viewed by 16199

Special Issue Editors

Dr. Alfredo Bautista

E-Mail Website
Guest Editor
Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
Interests: teacher professional development; teacher education; early childhood education curriculum; pedagogy
Dr. Shahid Karim

E-Mail Website
Guest Editor
Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
Interests: teacher education; inclusive education; multicultural education; teachers’ beliefs and practices
Dr. Xuanyi Eliza Wu

E-Mail Website
Guest Editor
Centre for Education and Developmental Sciences, The Education University of Hong Kong, Hong Kong, China
Interests: teacher professional development; teacher education; early childhood education; teacher-child interaction

Special Issue Information

Dear Colleagues,

The twenty-first century learning for young children demands that teachers continuously improve their professional competencies for effective teaching practices in early childhood education (ECE) settings. Teacher professional development (TPD) can help teachers meet the unique learning needs of children from diverse cultural, racial, religious, and linguistic backgrounds. Through TPD opportunities, teachers acquire the necessary knowledge, skills, and attitudes for effective teaching practices, classroom management, learning assessment, and use of technology

There is a wide range of institutions and systems to prepare teachers for their role in ECE programs. Professional development opportunities for teachers serve as one of the critical mediators in the quality of school curriculum, the effectiveness of teaching practices, and the improvement of young children’s development and learning. A broad spectrum of TPD activities, ranging from formal to informal, can help teachers develop their skills, knowledge, expertise, and among other characteristics. When accessing effective professional learning programs, teachers can obtain more creative teaching strategies that align with the philosophy, context, and learning goals to positively support young children’s development and achievement trajectories. 

We are looking for empirical and theoretical studies in the field of TPD, with the ultimate goal of improving teachers’ pedagogical practices in ECE classrooms around the world. We also welcome contributions that focus on the TPD experiences of teachers teaching children with physical, mental, and psychological difficulties. We prospect that this Special Issue will enable us to deliberate on UNESCO’s call for reimagining TPD and teaching practice in ECE together for a bright future for our young generations. 

We look forward to receiving your contributions. 

Topics of interest

Potential topics may include, but are not limited to, the following:

  • Teacher professional development programs in early childhood education
  • Teacher training programs in relation to social adaptability in different ECE settings
  • Teacher training curriculum for teaching in ECE classrooms
  • Comparative studies on the impacts of different teacher professional development courses on young children’s development
  • Strategies necessary in teacher training programs to develop young children’s lifelong learning skills
  • The impact of the emerging global trends (e.g., online learning, initiatives of self-directed learning and autonomous learning) on the development of teaching quality in ECE settings. 

Dr. Alfredo Bautista
Dr. Shahid Karim
Dr. Xuanyi Eliza Wu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher professional development
  • teacher education
  • early childhood education
  • pedagogical practices

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (9 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

13 pages, 548 KiB  
Article
Linking Professional Development Opportunities to Work Performance Among Chinese Kindergarten Teachers: The Mediating Roles of Commitment and Engagement
by Tuen-Yung Leung and Chun-Bun Lam
Educ. Sci. 2025, 15(3), 342; https://doi.org/10.3390/educsci15030342 - 10 Mar 2025
Viewed by 817
Abstract
Kindergarten teachers’ performance at work has important implications for the quality of early childhood education and the development of children. Therefore, promoting teachers’ work performance is of interest to kindergarten managers and policymakers. Evidence suggests that professional development opportunities may play an important [...] Read more.
Kindergarten teachers’ performance at work has important implications for the quality of early childhood education and the development of children. Therefore, promoting teachers’ work performance is of interest to kindergarten managers and policymakers. Evidence suggests that professional development opportunities may play an important role in understanding employees’ work performance. However, the possible mechanism underlying the relationship between professional development opportunities and work performance remains underexplored, especially among kindergarten teachers. This cross-sectional study examined whether professional commitment and work engagement mediated the association of professional development opportunities with work performance among Chinese kindergarten teachers. Online questionnaire data were collected from 336 kindergarten teachers working in Hong Kong, China (mean age = 31.6 years; 86% of them were women). Kindergarten teachers rated the availability of professional development opportunities and their work performance. They also rated their professional commitment (indicated by affective, continuance, and normative commitment) and work engagement (indicated by vigor, dedication, and absorption). Structural equational modeling revealed that both professional commitment and work engagement uniquely mediated the association between professional development opportunities and work performance. The findings illustrated how professional development opportunities may enhance work performance by motivating teachers at the affective/cognitive and the behavioral levels. The findings also pointed to the potential utility of supporting the work performance of kindergarten teachers by providing them with ample professional development opportunities and promoting their professional commitment and work engagement. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

23 pages, 4080 KiB  
Article
AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education
by Raquel Hijón-Neira, Celeste Pizarro, Oriol Borrás-Gené and Sergio Cavero
Educ. Sci. 2024, 14(12), 1401; https://doi.org/10.3390/educsci14121401 - 20 Dec 2024
Viewed by 1586
Abstract
This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 [...] Read more.
This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

16 pages, 752 KiB  
Article
Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation: Why Community-Engaged Courses Matter
by Cynthia A. Wiltshire, Robyn K. Pinilla and Heriberto J. Garcia
Educ. Sci. 2024, 14(12), 1387; https://doi.org/10.3390/educsci14121387 - 18 Dec 2024
Viewed by 1010
Abstract
Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator [...] Read more.
Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a U.S.-based Hispanic-Serving Institution and how such a course could support student training and capacity for planning playful lessons. We analyzed data collected by our institutional Center for Community Engagement to understand the impact of field-based engagement on student experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

15 pages, 285 KiB  
Article
Hong Kong Kindergarten Teachers’ Satisfaction and Engagement in a Music-and-Movement Online Professional Development Course
by Siu-Ping Ng and Alfredo Bautista
Educ. Sci. 2024, 14(11), 1178; https://doi.org/10.3390/educsci14111178 - 28 Oct 2024
Cited by 1 | Viewed by 1130
Abstract
Online professional development (PD) can be a sustainable and easily scalable alternative to provide early childhood teachers with training opportunities. However, there is limited research on teachers’ levels of satisfaction and engagement in online PD initiatives. Understanding teachers’ levels of satisfaction and engagement [...] Read more.
Online professional development (PD) can be a sustainable and easily scalable alternative to provide early childhood teachers with training opportunities. However, there is limited research on teachers’ levels of satisfaction and engagement in online PD initiatives. Understanding teachers’ levels of satisfaction and engagement is crucial, as these may influence the effectiveness of online PD in benefiting teachers and ultimately young children. This study aimed to examine Hong Kong kindergarten teachers’ satisfaction and engagement in a music-and-movement (M&M) online PD course. This study involved 56 participants who received an 11-week online PD course. Questionnaires were administered after course completion. Data were analyzed using descriptive statistics and t-tests. Participants had high levels of satisfaction with the course, particularly those with no or some M&M background, who were more satisfied with the course content and instruction. Participants had moderate-to-high levels of engagement in the course, particularly those with no or some M&M background, who were more emotionally engaged. We conclude that sustainable and easily scalable online PD initiatives can result in high levels of satisfaction and engagement among kindergarten teachers, especially those with limited M&M background. This study supports the idea that online PD can be responsive to teachers’ needs and preferences. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
18 pages, 1827 KiB  
Article
Early Childhood Education Teachers: Perceptions about Their Preservice Training
by Rosa Eva Valle-Flórez, María Jesús Colmenero-Ruiz, Pedro Jurado-de-los-Santos and Sheila García-Martín
Educ. Sci. 2024, 14(7), 732; https://doi.org/10.3390/educsci14070732 - 4 Jul 2024
Cited by 1 | Viewed by 1689
Abstract
Teacher professional development (TPD) is a process that ensures that teachers acquire the skills necessary to address the complex needs of 21st century children. To this end, over the last decade, the European Higher Education Area (EHEA) has undergone modifications, incorporating active and [...] Read more.
Teacher professional development (TPD) is a process that ensures that teachers acquire the skills necessary to address the complex needs of 21st century children. To this end, over the last decade, the European Higher Education Area (EHEA) has undergone modifications, incorporating active and innovative methodologies in the study plans. Aligned with these principles, this research aims to evaluate the reforms implemented in Spanish universities for the initial training of early childhood education teachers. The opinions of 1048 future teachers from four Spanish universities were collected through a Likert-type questionnaire, measuring students’ perceptions of four factors: curricular design/planning, curricular implementation, evaluation strategies, and participation and interaction in the classroom. Perceptions on the first two factors are considered adequate and satisfactory, while problems persist in the third and fourth factors. Considering the results, we reflect on areas for improvement to provide early childhood education professionals with competencies in line with future roles and demands. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

16 pages, 850 KiB  
Article
Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills
by Merfat Ayesh Alsubaie
Educ. Sci. 2024, 14(5), 453; https://doi.org/10.3390/educsci14050453 - 25 Apr 2024
Cited by 2 | Viewed by 2591
Abstract
The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby [...] Read more.
The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

14 pages, 698 KiB  
Article
Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?
by Anastasios Zoupidis, Vassilis Tselfes and Petros Kariotoglou
Educ. Sci. 2024, 14(4), 363; https://doi.org/10.3390/educsci14040363 - 29 Mar 2024
Viewed by 1146
Abstract
This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) [...] Read more.
This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

Other

Jump to: Research

21 pages, 344 KiB  
Systematic Review
The Study of Core Practices in Support of More Ambitious Teacher Training: A Systematic Review (2019–2023)
by Tatiana López-Jiménez, Victoria Zulueta, Valentina Toro, Catalina Hernández, Natalie Vargas and Alejandro Ancapichún
Educ. Sci. 2025, 15(5), 633; https://doi.org/10.3390/educsci15050633 (registering DOI) - 21 May 2025
Abstract
Over the past decade there has been growing interest in the identification of core practices and their incorporation into teacher-training programmes. Researchers have made use of methodological approaches based on consultation with experts and, to a lesser degree, field or empirical studies. With [...] Read more.
Over the past decade there has been growing interest in the identification of core practices and their incorporation into teacher-training programmes. Researchers have made use of methodological approaches based on consultation with experts and, to a lesser degree, field or empirical studies. With the aim of characterising research on core practices, we conducted a review of the recent scientific literature, identifying conceptualisations and methodological approaches. We examined 39 scientific articles published between 2019 and 2023 and identified five underlying conceptual dimensions: teachability, teacher performance, ambitious teaching, improvement of student performance, and research-based support. The most common methodological approaches used consisted of descriptive qualitative case studies conducted in the context of teacher-training programmes. We discuss how these findings could influence the use of empirical methods to identify core practices in more recently emerging fields of application, such as early childhood teacher education. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

18 pages, 464 KiB  
Systematic Review
Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective
by Katarina Nilfyr and Linda Plantin Ewe
Educ. Sci. 2025, 15(2), 137; https://doi.org/10.3390/educsci15020137 - 23 Jan 2025
Viewed by 3410
Abstract
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing [...] Read more.
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulation in preschool contexts. The findings indicate a positive correlation between children’s ability to regulate their emotions and their subsequent academic success. These results are discussed through the theoretical lens of the theory of social bond, alongside the relational competence model. The discussion emphasizes the role of preschool teachers in fostering secure social bonds, with their socio-emotional competence serving as a vital buffer that supports children in developing emotional self-regulation. Full article
(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-9
Back to TopTop