Future Preschool Teachers’ Search and Research Skills Formation During Professional Training

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

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Management of the Formation of Students’ Scientific and Research Skills in the System of Professional Training

Research Notes ◽

10.31654/2663-4902-2017-pp-3-206-211 ◽

2017 ◽

pp. 206-211

Author(s):

Oksana Povidaichyk

Keyword(s):

Professional Training ◽

Research Skills

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Forming future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice

Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences ◽

10.33310/2518-7813-2019-66-3-262-268 ◽

2019 ◽

Vol 66 (3) ◽

pp. 262-268

Author(s):

Olha Shovkoplias

Keyword(s):

Professional Training ◽

Professional Competence ◽

Healthy Lifestyle ◽

Preschool Teachers ◽

Preschool Education ◽

Educational Theory ◽

Practical Aspect ◽

Preschool Age ◽

Theory And Practice ◽

Professional Activity

The article analyzes the current state of the study of future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice. The article considers the relevance of the problem of healthy lifestyle in the younger generation forming, starting from preschool age. Despite the considerable interest of scientists to the issues of personality’s readiness for teaching, which reflect future specialists of preschool education preparation process and its result: readiness or professional competence (professional training of future preschool teachers for physical education of preschoolers – Yu. Kovalenko, S. Petrenko, O. Shovkoplias and other; work in families – O. Zalizniak, N. Kovalevska and other; using computer technologies – S. Diachenko, I. Mardarova, O. Chekan and other; predictive activity – N. Davkush; creative professional activity – S. Havryliuk, N. Holota, L. Zahorodnia, O. Lystopad, V. Liubyva, L. Makridina, O. Popovych, O. Semenov and other; teaching a foreign language to preschoolers – I. Mordous, T. Shkvarina and other; environmental education of preschoolers – O. Vashak, T. Naumenko, V. Nesterenko and other)), the issue of future preschool teachers’ readiness forming to health-saving activity with preschoolers both in theoretical and in practical aspect remains little studied, which is manifested in the lack of a unified understanding of this phenomenon; further development requires the issue of disclosure and justification of the content, forms and methods of future preschool teachers’ readiness’ forming to health-saving activity with preschoolers. The basic concepts are analyzed in article: «readiness», «readiness to activity», «health-saving activity», professional activity». The concept «forming future preschool teachers’ readiness to health-saving activity with preschoolers is considered as professional training in higher education, the purpose of which is to acquire future preschool teachers a certain level of special pedagogical knowledge, skills, development of their pedagogical abilities, personal professional qualities, which on the basis of sustainable pedagogical motivation will allow them to ensure the formation of preschoolers health-saving competence».

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Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

South African Journal of Childhood Education ◽

10.4102/sajce.v10i1.815 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

Kabita Bose ◽

Kerstin Bäckman

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Professional Training ◽

Preschool Teachers ◽

Knowledge Bases ◽

Daily Routine ◽

Childhood Education ◽

Qualitative Approaches ◽

Teaching Of Mathematics ◽

Mathematics And Science

Background: Education in mathematics and science is important at all school levels and should ideally start in the preschool, which implies that preschool teachers should have an adequate knowledge base in these subjects.Aim: This study aimed to investigate preschool teachers’ knowledge bases, including their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in mathematics and science.Setting: The study presents an account of preschool teachers’ knowledge bases in mathematics and science in Botswana and Sweden and how they influence their teaching choices and strategies.Methods: A pragmatic paradigm with a survey design and a mixed-methods mode with quantitative and qualitative approaches was used. Using a purposive sampling procedure, 64 preschool teachers from Botswana and 67 from Sweden participated in the study. Questionnaires and observation schedules were used to collect the data.Results: The findings showed that the Swedish preschool teachers had SMK and PCK in the two subjects. The Botswana teachers had SMK but lacked PCK. The early childhood educated preschool teachers from Sweden with developed PCK highlighted the daily routine situations as teaching or learning situations, whereas the primary school teachers from Botswana had SMK but found it difficult to teach at the preschool level.Conclusion: The preschool teachers’ knowledge bases included a play-based approach and knowledge about didactic considerations in spontaneous situations that made them teachable. The findings also showed the importance of a framework for specialised and professional early childhood education (ECE) training and acquiring SMK and PCK that contributed to the preschool teachers’ knowledge bases and practices in their teaching of mathematics and science. Early childhood education teachers’ educational experiences, their specialised and professional training profiles and the knowledge they acquired determined their knowledge bases and the SMK and PCK that minimised the constraints and challenges faced by them in the teaching of mathematics and science in ECE classrooms.

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Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development

Andragoška spoznanja ◽

10.4312/as.26.3.69-85 ◽

2020 ◽

Vol 26 (3) ◽

pp. 69-85

Author(s):

Danijela Blanuša Trošelj ◽

Karla Franković ◽

Milena Valenčič Zuljan

Keyword(s):

Professional Development ◽

Informal Learning ◽

Teacher Development ◽

Professional Training ◽

Preschool Teachers ◽

Research Questions ◽

The Republic ◽

Teachers Professional Development ◽

The Impact ◽

Children's Activities

Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.

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The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/13.1/369 ◽

2021 ◽

Vol 13 (1) ◽

pp. 208-233 ◽

Cited By ~ 1

Author(s):

Natalia Melnyk ◽

Borys Maksymchuk ◽

Roman Gurevych ◽

Andrii Kalenskyi ◽

Sofiia Dovbnya ◽

...

Keyword(s):

Teacher Education ◽

Professional Training ◽

Preschool Teachers ◽

Continuing Professional Development ◽

Learning Opportunities ◽

European Countries ◽

Professional Teacher ◽

Competency Based ◽

European Standards ◽

The Uk

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

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Assessing Preschool Teachers’ Challenges and Needs for Creativity in STEM Education

Asian Journal of University Education ◽

10.24191/ajue.v17i3.14517 ◽

2021 ◽

Vol 17 (3) ◽

pp. 99

Author(s):

Muhammad Syawal Amran ◽

Kamariah Abu Bakar ◽

Shahlan Surat ◽

Siti Nur Diyana Mahmud ◽

Amirul Anwar Bin Mohd Shafie

Keyword(s):

Content Knowledge ◽

Stem Education ◽

Professional Training ◽

Preschool Teachers ◽

Qualitative Content Analysis ◽

Structured Interviews ◽

School Teachers ◽

Science Technology ◽

Specific Support ◽

And Mathematics

Abstract: Creativity in teaching is important in order to ensure children are engaged in learning Science, Technology, Engineering and Mathematics (STEM). However, previous research has claimed creativity in learning STEM for children is not adequately supported by teacher in classroom due to the lack of preparation, content knowledge and skills. This study aims to assess the needs and challenges of promoting creativity in STEM education. In this study, preschool teachers (n= 22) were interviewed as they are the key informants who are involved in STEM education. The semi-structured interviews were analysed using qualitative content analysis and were qualitatively coded. Results illustrate that there are several distinctive themes identified as described by the participants when discussing the needs and challenges of implementing integrated creativity skill in STEM education as well as the support that would be most helpful in overcoming them. The results highlighted a huge gap between creativity knowledge and the implementation of creativity in STEM education. Participants also provided specific support needed to integrate creativity in STEM education. Preliminary findings suggest that many teachers are interested in integrating creativity skills in STEM education. This research sheds light on the needs and challenges for professional pre-school teachers by providing them pedagogical module as well as professional training to promote creativity in teaching STEM Keywords: Creativity Skills, Needs and Challenges, STEM

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CONTENT OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR THE TEACHING OF ENGLISH LANGUAGE OF PRESCOOL CHILDREN

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2018.5007.6(6-7)-6 ◽

2018 ◽

pp. 61-68

Author(s):

Galіna Zhukova

Keyword(s):

Professional Training ◽

English Language ◽

Preschool Teachers ◽

Value Orientations ◽

Preschool Age ◽

Theory And Practice ◽

Normative Documents ◽

Professional Activities ◽

Education Theory ◽

Artistic Labor

Teaching preschool children in English is a potential development of a creative, competitive, highly moral personality. The task of the preschool teachers is helping the child understand their internal value orientations. The content of the training of the teacher of English for children of preschool age is the system of knowledge, ability and skills necessary for carrying out professional activities. The sources of the contents of teacher training should be pedagogical theory, normative documents on education, theory and practice, didactic patterns and methods of teaching preschoolers of English. For the development of preschoolers of the educational course of the English language the game, communicative, cognitive-research, artistic, labor and physical activity is organized.

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