Knowledge Domains in Globalization and Their Influence on Teaching in Early Childhood Education and Care

Drawing upon various scholars' conceptual work on the knowledge domains that underpin teaching in the era of globalization, this paper examines the aspects of teaching they have affected and the extent of their influence. This article reports the results from a mixed-methods study with 138 preschool teacher participants in Singapore. The findings first uncover that pedagogical knowledge influences teaching practices most, whereas global trends least influence teaching practices. Second, sociological knowledge was developed on top of pedagogical knowledge by practicing and adapting it. Third, personal knowledge significantly influences practices of responding to children's needs. We discuss these findings in detail and suggest ways to utilize the various knowledge types optimally to support teaching in the age of globalization.