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

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

Deadline for manuscript submissions: closed (31 May 2025) | Viewed by 25521

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Special Issue Editors

Dr. Alfredo Bautista

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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

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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

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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

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Published Papers (13 papers)

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Research

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16 pages, 2045 KiB

Open AccessArticle

Facilitating Kindergarten Teachers’ Positive Education Through an Online Digital Storytelling Workshop

by Jenny Wanyi Li, Suzannie K. Y. Leung and Holly P. T. Yau

Educ. Sci. 2025, 15(8), 1023; https://doi.org/10.3390/educsci15081023 - 10 Aug 2025

Viewed by 212

Abstract

In early childhood education (ECE), positive education is important for children’s well-being and holistic development. However, there is little research on positive education in ECE, and kindergarten teachers lack the knowledge and training for its implementation. Digital storytelling is a novel and child-friendly teaching approach that can be applied in different learning domains. Our study aimed to design a digital storytelling workshop for kindergarten teachers to equip them with digital storytelling skills that could be applied in positive education. A total of 15 teachers from a Hong Kong kindergarten participated in this digital storytelling online professional development program through the Zoom and Padlet platforms. We used the observation method to capture teachers’ perceptions, dialogues, and behaviors, collecting a total of 300 min of activity videos, researchers’ field notes, teachers’ storyboards, final videos, and reflections on Padlet for the data analysis. Based on a thematic analysis, we found that teachers had positive feelings about this digital storytelling workshop, believing that it improved their digital storytelling skills and facilitated their provision of positive education and other activities. This study contributes to the development of positive education and digital storytelling, highlighting the necessity of online professional development and providing effective strategies for ECE practitioners. 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, 430 KiB

Open AccessArticle

Pre-Service Kindergarten Teachers’ Confidence and Beliefs in Music Education: A Study in the Chinese Context

by Siu-Hang Kong and Xiaoyu Xiong

Educ. Sci. 2025, 15(6), 772; https://doi.org/10.3390/educsci15060772 - 18 Jun 2025

Viewed by 624

Abstract

Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (r_s(465) = 0.39, p < 0.001). These findings may offer insights into the influence of cultural values on their teaching belief. This study highlights the need for culturally responsive teacher education programmes that address the specific challenges faced by generalist teachers in early childhood music education within Hong Kong and broader Chinese educational contexts. 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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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

Cited by 1 | Viewed by 1259

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 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

Cited by 1 | Viewed by 2730

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 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 1214

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 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 1261

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 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 2050

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 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 3 | Viewed by 3111

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 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 1213

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) 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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Review

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17 pages, 878 KiB

Open AccessReview

Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review

by Camila Jaramillo-López, Susana Mendive and Dina C. Castro

Educ. Sci. 2025, 15(7), 869; https://doi.org/10.3390/educsci15070869 - 7 Jul 2025

Viewed by 668

Abstract

The presence of culturally and linguistically diverse children increases in early education classrooms worldwide. In monolingual education settings, multilingual children are at a disadvantage regarding their learning opportunities compared to monolingual children. Knowledge about how monolingual educators support children in a multilingual classroom has not been systematized yet. The present scoping review aims to synthesize the existing empirical evidence on (a) characteristics of the learning environment of monolingual teachers with multilingual children and (b) how teacher characteristics relate to the learning environment characteristics in early education institutions worldwide. The inclusion criteria used in this review included articles that report empirical evidence from 1990 to 2024, with multilingual children aged 0–6 of minoritized languages and monolingual teacher practices within a naturalist environment. Subsequently, through the PRISMA-ScR method on the articles found in the WOS and SCIELO databases, 40 articles were included with qualitative, quantitative, and mixed-methods designs. The results showed that in the Latin American context, culturally responsive practices are scarce for bilingual children with immigrant backgrounds. In the USA and European contexts, educators are more likely to implement activities that include children’s L1, even if they have limited knowledge of that language. The international perspective of this review allows us to identify contributions and challenges in different geographic regions. 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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Other

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18 pages, 330 KiB

Open AccessEssay

Music and Arts in Early Childhood Education: Paths for Professional Development Towards Social and Human Development

by Helena Rodrigues, Ana Isabel Pereira, Paulo Maria Rodrigues, Paulo Ferreira Rodrigues and Angelita Broock

Educ. Sci. 2025, 15(8), 991; https://doi.org/10.3390/educsci15080991 - 4 Aug 2025

Viewed by 398

Abstract

This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a transdisciplinary approach. Based on initiatives promoted by the Companhia de Música Teatral (CMT) and the Education and Human Development Group of the Centre for the Study of Sociology and Musical Aesthetics (CESEM) at NOVA University Lisbon, the article highlights projects such as: (i) Opus Tutti and GermInArte, developed between 2011 and 2018; (ii) the Postgraduate Course Music in Childhood: Intervention and Research, offered at the University since 2020/21, which integrates art, health, and education, promoting collaborative work between professionals; and (iii) Mil Pássaros (Thousand Birds), developed since 2020, which exemplifies the integration of environmental education and artistic practices. The theoretical basis of these training programs combines neuroscientific and educational evidence, emphasizing the importance of the first years of life for integral development. Studies, such as those by Heckman, reinforce the impact of early investment in children’s development. Edwin Gordon’s Music Learning Theory and Malloch and Trevarthen’s concept of ‘communicative musicality’ structure the design of these courses, recognizing music as a catalyst for cognitive, emotional, and social skills. The transformative role of music and the arts in educational and social contexts is emphasized, in line with the Sustainable Development Goals of the 2030 Agenda, by proposing approaches that articulate creation, intervention, and research to promote human development from childhood onwards. Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

21 pages, 344 KiB

Open AccessSystematic 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 - 21 May 2025

Viewed by 793

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 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)

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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

Cited by 2 | Viewed by 6429

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 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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