Teachers’ versus parents’ perceptions of professionalism of early childhood teachers: A mixed-methods study

Pei Wen Tzuo, Liang See Tan, Foong Ling Yong, Jyh Chong Liang

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

IT IS OF CONCERN THAT the professionalism of early childhood teachers (PECT) is nebulous in the eyes of the public, and parents’ perceptions of PECT may become an obstacle to the school–home partnership. This study explores teachers’ versus parents’ perceptions of the various characteristics of PECT to identify gaps among them and suggest ways to close these gaps. A mixed-methods research methodology was employed with 219 teacher and parent participants in Singapore. The quantitative findings indicate first that the teachers perceived PECT to be composed of two dimensions as two levels of capacity: fundamental pedagogical capacity and accumulated classroom studies of children. In contrast, the parents perceived PECT as a single dimension. Second, the gaps between teachers’ and parents’ perceptions were identified as four factor items of PECT, including characteristics of understanding a child’s needs, being able to create good relations with children, professional development and valuing of ethics. We discuss these findings and suggest how to reach coherent views on PECT and create better dynamics between the two parties.

原文英語
頁(從 - 到)117-126
頁數10
期刊Australasian Journal of Early Childhood
40
發行號2
DOIs
出版狀態已發佈 - 2015 五月 1
對外發佈

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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