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Early Childhood Educator Professional Development Training : = A Qualitative Exploratory Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early Childhood Educator Professional Development Training :/
其他題名:	A Qualitative Exploratory Case Study.
作者:	Al-Hassan, Hauwa Y.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425609click for full text (PQDT)
ISBN:	9798379944513

Early Childhood Educator Professional Development Training : = A Qualitative Exploratory Case Study.
Al-Hassan, Hauwa Y.

Early Childhood Educator Professional Development Training :A Qualitative Exploratory Case Study. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

The problem addressed in this study was that many early childhood educators lack the credentials, training, professional development to provide quality instruction care for preschoolers. The purpose of this qualitative single case study was to explore the perceptions of early childhood educators regarding the specific training professional development that could improve their practice, instruction, care for children. The two theories guiding this study were Bandura's social cognitive Vygotsky's sociocultural theory. The sample included early childhood educators working at federally subsidized family childcare centers in eastern Missouri. Purposive snowball sampling methods were employed to obtain a sample of 10-12 early childhood educators who responded to questionnaires interviews, which were analyzed using open coding then axial coding to organize reduce the codes. NVivo 20 was used to confirm the themes. The main finding was that quality early childcare education means employing qualified people who have the proper training necessary to do their jobs. Findings suggested that on-the-job training could meet the needs of some early childhood educators increase early educators' self-efficacy. Further, findings suggested that providing these educators with the professional support development necessary to do their jobs helps them believe that they make meaningful differences in their students' lives. Recommendations for practice included that childcare center directors should provide early childhood educators with access to resources beyond the initial annual trainings by providing on-the-job training hands-on experience opportunities. Policymakers at all levels should address the barriers preventing these educators from accessing training opportunities. In addition, employers should provide flexible schedules that allow early childhood educators to participate in paid training professional development during work hours.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379944513Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

PreschoolersIndex Terms--Genre/Form:

542853
Electronic books.

Early Childhood Educator Professional Development Training : = A Qualitative Exploratory Case Study.
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