Early Childhood Education Teachers : Perceptions about Their Preservice Training
Valle-Flórez, Rosa Eva (Universidad de León. Departamento de Didáctica General, Específicas y Teoría de la Educación)
Colmenero Ruiz, María Jesús (Universidad de Jaén. Departamento de Pedagogía)
Jurado de los Santos, Pedro (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
García Martín, Sheila (Universidad de León. Departamento de Didáctica General, Específicas y Teoría de la Educación)

Data:	2024
Descripció:	18 pàg.
Resum:	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.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Preservice teacher education (PTE) ; Teacher professional development (TPD) ; Teaching and learning; Teacher education ; Teacher education ; Early childhood education (ECE)
Publicat a:	Education sciences, Vol. 14 (2024) , p. 732, ISSN 2227-7102

DOI: 10.3390/educsci14070732

18 p, 1.8 MB

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