An empirical study is made comparing two teacher training programmes, Integrated Teacher Education programme and Bachelor of Education programme. In the survey, a comparison between three domains content knowledge, pedagogical knowledge and pedagogical content knowledge of the pre-service teachers who are undergoing the two different curricula at different institutes have been carried out. Using bivariate analysis of variance for the three domains, we found that students of the integrated curriculum showed higher levels of professional preparation and competency in content knowledge and pedagogical knowledge domains than those pursuing Bachelor of Education curriculum. However, students of both programmes demonstrated almost similar performance in pedagogical content knowledge. This finding emphasizes the importance of enhancing pedagogical content knowledge and thereby reciprocates the need for strengthening the teacher training programmes.
{"title":"An Empirical Study on Integrated Teacher Education and Bachelor of Education Programmes in Southern India","authors":"Suman Potharay Suman, Santosh Kumar, Umakanth Dammalapati","doi":"10.30777/apjer.2023.6.1.01","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.1.01","url":null,"abstract":"An empirical study is made comparing two teacher training programmes, Integrated Teacher Education programme and Bachelor of Education programme. In the survey, a comparison between three domains content knowledge, pedagogical knowledge and pedagogical content knowledge of the pre-service teachers who are undergoing the two different curricula at different institutes have been carried out. Using bivariate analysis of variance for the three domains, we found that students of the integrated curriculum showed higher levels of professional preparation and competency in content knowledge and pedagogical knowledge domains than those pursuing Bachelor of Education curriculum. However, students of both programmes demonstrated almost similar performance in pedagogical content knowledge. This finding emphasizes the importance of enhancing pedagogical content knowledge and thereby reciprocates the need for strengthening the teacher training programmes.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"248 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.30777/apjer.2023.6.1.04
Jee-hyeon Park
{"title":"Developing Elementary School Teachers’ Professionalism Through the IB PYP Curriculum Implementation Experiences","authors":"Jee-hyeon Park","doi":"10.30777/apjer.2023.6.1.04","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.1.04","url":null,"abstract":"","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.30777/apjer.2023.6.1.03
Bayanmunkh Javkhlan
This study aims to determine the effects of career planning and subject career success on teachers in Mongolian high schools. Major information was gathered from 114 teachers using an online survey. Simple random sampling combined with probability sampling was used to create the samples. Utilizing the SPSS software, the data analysis was carried out utilizing the statistics of validity, reliability, correlation, and regression. Methods of data analysis using statistical techniques such as test validity and reliability of the research instrument, then to prove the research questions used multiple regression analysis. The results show that career planning and subject career success simultaneously significant effect on employee performance. Furthermore, both career planning and self-efficacy partially have a significant effect on subject career success employee. This study had a mediation effect on the association between career planning, self-efficacy, and subject career success.
{"title":"Study on the Influence of Career Planning on Subject Career Success of Employee: Mediating Effect of Self-Efficacy","authors":"Bayanmunkh Javkhlan","doi":"10.30777/apjer.2023.6.1.03","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.1.03","url":null,"abstract":"This study aims to determine the effects of career planning and subject career success on teachers in Mongolian high schools. Major information was gathered from 114 teachers using an online survey. Simple random sampling combined with probability sampling was used to create the samples. Utilizing the SPSS software, the data analysis was carried out utilizing the statistics of validity, reliability, correlation, and regression. Methods of data analysis using statistical techniques such as test validity and reliability of the research instrument, then to prove the research questions used multiple regression analysis. The results show that career planning and subject career success simultaneously significant effect on employee performance. Furthermore, both career planning and self-efficacy partially have a significant effect on subject career success employee. This study had a mediation effect on the association between career planning, self-efficacy, and subject career success.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.17206/apjrece.2021.15.1.9
Priti Joshi
In India, an economically diverse, multi-cultural and multi-lingual country marked by exceptional heterogeneity, the ECE curricula experienced by children from minority groups are usually urban, middle class-oriented, often influenced by the West. The design of these curricula tends to further exclude those already marginalized, especially with learning taking place in a language other than their mother-tongue. It was in this background that a relevant, mother-tongue based curriculum for ECE was sought to be developed for underserved indigenous communities of Odisha (in eastern India). The process focused on privileging the knowledge epistemologies and eco-cultural heritage of the indigenous communities by collaborating with them as knowledge partners and drawing from close observations of community life and children in their context. Around 30 members from the four tribal communities representing a cross-section of members were involved in this process and deliberations on the nature of the curriculum needed. The paper captures the process and its complexities, and shares the insights that emerged, for those seeking to address the educational needs of marginalised communities.
{"title":"Partnering with Indigenous Communities to Develop an Equitable Early Childhood Education Curriculum in Odisha, India","authors":"Priti Joshi","doi":"10.17206/apjrece.2021.15.1.9","DOIUrl":"https://doi.org/10.17206/apjrece.2021.15.1.9","url":null,"abstract":"In India, an economically diverse, multi-cultural and multi-lingual country marked by exceptional heterogeneity, the ECE curricula experienced by children from minority groups are usually urban, middle class-oriented, often influenced by the West. The design of these curricula tends to further exclude those already marginalized, especially with learning taking place in a language other than their mother-tongue. It was in this background that a relevant, mother-tongue based curriculum for ECE was sought to be developed for underserved indigenous communities of Odisha (in eastern India). The process focused on privileging the knowledge epistemologies and eco-cultural heritage of the indigenous communities by collaborating with them as knowledge partners and drawing from close observations of community life and children in their context. Around 30 members from the four tribal communities representing a cross-section of members were involved in this process and deliberations on the nature of the curriculum needed. The paper captures the process and its complexities, and shares the insights that emerged, for those seeking to address the educational needs of marginalised communities.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"1 1","pages":"9-27"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90468106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.17206/apjrece.2021.15.1.77
Dandan Zhou
Education for sustainable development (ESD) has been a worldwide topic in educational sectors, which aims to create a sustainable world. This paper...
可持续发展教育(ESD)是一个世界性的教育话题，旨在创造一个可持续发展的世界。本文……
{"title":"Explore the notion of education for sustainable development in early childhood education in China","authors":"Dandan Zhou","doi":"10.17206/apjrece.2021.15.1.77","DOIUrl":"https://doi.org/10.17206/apjrece.2021.15.1.77","url":null,"abstract":"Education for sustainable development (ESD) has been a worldwide topic in educational sectors, which aims to create a sustainable world. This paper...","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"344 1","pages":"77-90"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77149213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.17206/apjrece.2021.15.1.1
J. Ritchie
{"title":"Guest Editor’s INTRODUCTION [Special Issue: Early childhood education responses to sustainability challenges in the Asia Pacific region]","authors":"J. Ritchie","doi":"10.17206/apjrece.2021.15.1.1","DOIUrl":"https://doi.org/10.17206/apjrece.2021.15.1.1","url":null,"abstract":"","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"55 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76623350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.17206/apjrece.2020.14.3.1
Grace Keengwe
While assessment is key in every field of learning, how it is accomplished determines the outcome. The early childhood grades present a challenge as children are young and of different abilities. There isn’t a standard way early childhood programs are required to measure assessment and many programs use varied assessment approaches. Thus, information on if teachers do actually collect data and how they use that data is lacking in assessment research of early childhood programs. This study investigated how early childhood teachers approached assessment and how they used that assessment. Seven early childhood teachers were interviewed that used the TS GOLD assessment. Common and varied themes are identified in teacher data collection processes, data organization/interpretation and lesson planning and instructional use practices. Importance of assessment planning, knowledge of assessment tools, and use of assessment systems are discussed as areas of possible training and professional development.
{"title":"Early Childhood Teacher’s Approach to Assessment: A Look at Data Collection, Organization, and Lesson Planning Practices","authors":"Grace Keengwe","doi":"10.17206/apjrece.2020.14.3.1","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.3.1","url":null,"abstract":"While assessment is key in every field of learning, how it is accomplished determines the outcome. The early childhood grades present a challenge as children are young and of different abilities. There isn’t a standard way early childhood programs are required to measure assessment and many programs use varied assessment approaches. Thus, information on if teachers do actually collect data and how they use that data is lacking in assessment research of early childhood programs. This study investigated how early childhood teachers approached assessment and how they used that assessment. Seven early childhood teachers were interviewed that used the TS GOLD assessment. Common and varied themes are identified in teacher data collection processes, data organization/interpretation and lesson planning and instructional use practices. Importance of assessment planning, knowledge of assessment tools, and use of assessment systems are discussed as areas of possible training and professional development.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"2 1","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78378149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.17206/apjrece.2020.14.3.23
G. Pawilen
The study aims to help teachers develop a supplementary curriculum for kindergarten children in the Philippines who were affected by the enhanced community quarantine (ECQ) period brought by the coronavirus disease 2019 (COVID-19) pandemic. The curriculum focuses on helping children make use of their time at home to experience meaningful learning with their family while understanding what is happening around them and why they need to follow a lot of rules individually, as a family, and as a community. The curriculum proposes the use of home-based learning anchored on Filipino cultural values of strong family relationship and on the philosophy of holistic learning.
{"title":"What do Kindergarten Children Need to Know about COVID-19 Pandemic? A Supplementary Curriculum for Filipino Young Children during the Period of Enhanced Community Quarantine","authors":"G. Pawilen","doi":"10.17206/apjrece.2020.14.3.23","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.3.23","url":null,"abstract":"The study aims to help teachers develop a supplementary curriculum for kindergarten children in the Philippines who were affected by the enhanced community quarantine (ECQ) period brought by the coronavirus disease 2019 (COVID-19) pandemic. The curriculum focuses on helping children make use of their time at home to experience meaningful learning with their family while understanding what is happening around them and why they need to follow a lot of rules individually, as a family, and as a community. The curriculum proposes the use of home-based learning anchored on Filipino cultural values of strong family relationship and on the philosophy of holistic learning.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"1 1","pages":"23-44"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83872646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.17206/apjrece.2020.14.3.45
H. Taha, Z. Hanafi, M. Dzainudin, Mohd Mokhzani Ibrahim, Asmayati Yahaya, Che Nidzam Che Ahmad, A. H. Masnan, S. Ramli, R. Taib, M. Mustafa, S. Yassin, Mohammad Azizuddin Kastari, Norrulkamari Daud, Hasviniy Padmanathan
Upon realising the importance of early childhood education for the nation’s development, Malaysian government began to enhance the quality of the ECCE curriculum through policies and legislation. Such developments are evident in the government agenda and several initiatives, including the National Key Result Areas (NKRA) in the 11th Malaysia Plan, the Government Transformation Programme (GTP) and the Education Blueprint 2013-2025. The quality of the ECCE curriculum in Malaysia has not yet received the required attention, as the focus continues to remain largely on achieving quantitative academic targets. This qualitative study examined educationists’ perspectives on the quality of current Malaysian Early Childcare and Childhood Education (ECCE) curriculum. The study employed a semi-structured interview protocols to probe the views from 11 Malaysian educationists. It concludes that educationists believe the documented Malaysian ECCE curriculum today is already aligned with the holistic child development philosophy, but the country may need a higher impact programs of teacher education and training, to produce qualified and competent teachers who would implement the curriculum effectively.
{"title":"Malaysian Early Childcare and Childhood Education (ECCE) Curriculum: Perspectives of Malaysian ECCE Educationists","authors":"H. Taha, Z. Hanafi, M. Dzainudin, Mohd Mokhzani Ibrahim, Asmayati Yahaya, Che Nidzam Che Ahmad, A. H. Masnan, S. Ramli, R. Taib, M. Mustafa, S. Yassin, Mohammad Azizuddin Kastari, Norrulkamari Daud, Hasviniy Padmanathan","doi":"10.17206/apjrece.2020.14.3.45","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.3.45","url":null,"abstract":"Upon realising the importance of early childhood education for the nation’s development, Malaysian government began to enhance the quality of the ECCE curriculum through policies and legislation. Such developments are evident in the government agenda and several initiatives, including the National Key Result Areas (NKRA) in the 11th Malaysia Plan, the Government Transformation Programme (GTP) and the Education Blueprint 2013-2025. The quality of the ECCE curriculum in Malaysia has not yet received the required attention, as the focus continues to remain largely on achieving quantitative academic targets. This qualitative study examined educationists’ perspectives on the quality of current Malaysian Early Childcare and Childhood Education (ECCE) curriculum. The study employed a semi-structured interview protocols to probe the views from 11 Malaysian educationists. It concludes that educationists believe the documented Malaysian ECCE curriculum today is already aligned with the holistic child development philosophy, but the country may need a higher impact programs of teacher education and training, to produce qualified and competent teachers who would implement the curriculum effectively.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"30 1","pages":"45-71"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81981507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.17206/apjrece.2020.14.3.73
Huai Le Renee Phee, N. Karuppiah, Yue Yu
Children attending pre-schools should acquire the necessary knowledge, skills, and dispositions to develop holistically. Therefore, promoting thinking skills in children is important. One of the ways to develop and promote thinking skills in children is through “dialogue such as questioning and challenging” (Higham et al., 2010, p. 393). This study looks into pre-school teachers’ conversations with children during story-telling activities. Six Kindergarten 1 (K1) and Kindergarten 2 (K2) teachers’ story-telling activities with children were audio recorded. These recordings were then analyzed with regard to the number and type of questions asked by the teachers. Teachers also participated in qualitative interviews about their views on story-telling activities. Results have shown that teachers mostly asked factual and procedural questions. The questions asked also belonged to the lowest cognitive level of Bloom’s Taxonomy of learning domains. While most teachers agree questions could help to facilitate children’s thinking, some of them think that questions of the higher cognitive levels may be too demanding for children of this age. These results have future implications for various stakeholders.
参加学前教育的儿童应该获得全面发展所需的知识、技能和性格。因此，提高儿童的思维能力是很重要的。发展和促进儿童思维技能的方法之一是通过“提问和挑战等对话”(highham et al.， 2010, p. 393)。本研究探讨幼儿教师在讲故事活动中与幼儿的对话。录下幼稚园一(K1)和幼稚园二(K2)六位老师与孩子们的故事活动。然后对这些录音进行分析，以确定老师提出的问题的数量和类型。教师也参与了关于他们对讲故事活动的看法的定性访谈。结果表明，教师主要提出事实性和程序性问题。所问的问题也属于布鲁姆学习领域分类法的最低认知水平。虽然大多数老师都同意问题可以帮助促进孩子们的思考，但他们中的一些人认为，对于这个年龄段的孩子来说，更高认知水平的问题可能过于苛刻。这些结果对各种利益相关者具有未来的意义。
{"title":"Questioning during Story-telling Activities in Singapore Pre-schools","authors":"Huai Le Renee Phee, N. Karuppiah, Yue Yu","doi":"10.17206/apjrece.2020.14.3.73","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.3.73","url":null,"abstract":"Children attending pre-schools should acquire the necessary knowledge, skills, and dispositions to develop holistically. Therefore, promoting thinking skills in children is important. One of the ways to develop and promote thinking skills in children is through “dialogue such as questioning and challenging” (Higham et al., 2010, p. 393). This study looks into pre-school teachers’ conversations with children during story-telling activities. Six Kindergarten 1 (K1) and Kindergarten 2 (K2) teachers’ story-telling activities with children were audio recorded. These recordings were then analyzed with regard to the number and type of questions asked by the teachers. Teachers also participated in qualitative interviews about their views on story-telling activities. Results have shown that teachers mostly asked factual and procedural questions. The questions asked also belonged to the lowest cognitive level of Bloom’s Taxonomy of learning domains. While most teachers agree questions could help to facilitate children’s thinking, some of them think that questions of the higher cognitive levels may be too demanding for children of this age. These results have future implications for various stakeholders.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":"26 1","pages":"73-90"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83254889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：