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13 pages, 548 KiB

Open AccessArticle

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 718

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)

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23 pages, 4080 KiB

Open AccessArticle

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 1443

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)

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16 pages, 752 KiB

Open AccessArticle

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 963

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)

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15 pages, 285 KiB

Open AccessArticle

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 1096

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

Open AccessArticle

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 1622

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)

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16 pages, 850 KiB

Open AccessArticle

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 2462

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)

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14 pages, 698 KiB

Open AccessArticle

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 1132

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)

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18 pages, 464 KiB

Open AccessSystematic 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 2476

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)

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