Factors related to the implementation of emergency remote teaching as an innovative instruction behavior of early childhood teachers to respond to COVID-19: Focusing on director leadership, knowledge sharing climate, professional development, and openness to change

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

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Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch002 ◽

2021 ◽

pp. 16-32

Author(s):

Cristina Honrubia Montesinos ◽

Pedro Gil-Madrona ◽

Luisa Losada-Puente

Keyword(s):

Professional Development ◽

Early Childhood ◽

Physical Education ◽

Teacher Professional Development ◽

Motor Development ◽

Early Childhood Teachers ◽

Early Childhood Teacher ◽

Personal Perspective ◽

Teacher Professional ◽

Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

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Supporting professional development needs for early childhood teachers: an exploratory analysis of teacher perceptions of stress and challenging behavior

International Journal on Disability and Human Development ◽

10.1515/ijdhd-2016-0037 ◽

2017 ◽

Vol 16 (1) ◽

pp. 99-104 ◽

Cited By ~ 4

Author(s):

Melissa Stormont ◽

Laine Young-Walker

Keyword(s):

Professional Development ◽

Early Childhood ◽

Teacher Perceptions ◽

Child Behavior ◽

Challenging Behavior ◽

Teacher Stress ◽

Early Childhood Teachers ◽

Teacher Commitment ◽

Teacher Survey ◽

Teacher Professional

Abstract Early childhood teachers are a unique population of teachers and it is important to determine amendable factors that contribute to their stress. According to available research, challenging child behavior is associated with teacher stress and burnout in school-aged teachers. Given the lack of formal and coordinated in-service education and varied qualifications, early childhood teachers are particularly vulnerable to stress. Further, young children are more likely to have challenging behavior given their social-emotional developmental levels. The purpose of this study was to explore teacher characteristics and perceptions related to their stress, commitment, support, and challenging child behavior in their classrooms. Participants included 100 early childhood professionals. A teacher survey was utilized to determine their perceptions related to key variables. Regression analyses documented teacher commitment and challenging behavior in the classroom uniquely predicted variance in teacher ratings of stress and burnout. Commitment to their job was also a significant predictor to their perceptions of challenging behavior. However, only teacher stress/burnout predicted ratings of challenging behavior; thus, relationships among variables may be more complex. Teachers’ years of experience and education level were not related to other variables. For exploratory purposes, teacher professional development perceptions were also surveyed and results indicated that the vast majority of early childhood educators felt professional development was a good use of their time and that they wished more opportunities were available; however, most also indicated they felt training covered information they already knew.

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