Identify Professional Competencies of Preschool Educators for Curriculum Planning

Document Type : Original Article

Authors

Educational sciences Department, Educational sciences and psychology faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

This research is a descriptive-analytical study that used mixed method. The statistical population of the qualitative phase includes faculty members and experts in preschool education. The quantitative phase includes educators of Ahvaz (Iran) during 2017-2018. A total of 12 individuals we selected as the sample in qualitative phase by purposive and chain sampling. And in quantitative phase, 180 people were selected through stratified random sampling. The data were collected through semi-structured interviews and a researcher questionnaire. In qualitative part 4 main components and 48 components were identified, the qualitative findings were coded and categorized based on content analysis. The results showed that the educators do not have enough professional competency at all stages of the curriculum process and their mean score was significantly lower than the desired level. There were also significant and positive correlations between all research variables. The least correlations were between content selection with evaluation and the highest correlation was between needs assessment and teaching-learning patterns.

Keywords

References

Abdul-haq, Z. I. (2014). The Educational Skills Required for Kindergarten Teachers in Jordan. American Journal of Educational Research, 2(3), 159-166.
Adibnia, A. (2009). Investigating the barriers to the implementation of active teaching methods in primary schools in Tehran. Educational Planning and Educational Innovation Research Institute, Educational Research and Planning Organization, Tehran, (In Persian).
Akhsh, S. (2017). Design and validation of pre-school curriculum in Iran. PhD Thesis in Educational Sciences, Kharazmi University, Tehran, (In Persian).
Akhsh, S., Hoseini, F., Khoobinejadian, A. & Shahidi, S. (2018). A comparative study of pre-school assessment methods in Sweden, Finland and Iran. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Akter, S., Rutsaert, p., Luis, J., Htwe, N.M., San, S.S., Raharjo, B. & pustika, A. (2017). Womens  empowent  and  gender  equity  in  agriculture:  A  different  perspective  from  Southeast  Asia. Food policy, 69, 270-279.
Aqaiee, S; Salimi, J. & Ghaderi, M. (2018). Identify the components of an effective coach in preschool education. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Barnett, W. S. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. The National Institute for Early Education Research, Rutgers University.
Bellm, D. (2005). Establishing teacher competencies in early care and education: A review of current models and options for California. Center for the Study of Child Care Employment, University of California, Berkeley.
Chappel, M. & Nye, Sh. (2007). Nevadas core knowledge areas and core competencies. Retrieved fromhttp://www.nevadaregistry.org/career-development/core-knowledge. html.
Cobbold, C. & Boateng, p. (2016). How Confident Are Kindergarten Teachars in Their Ability  to keep Order in the Classroom? A Study  of Teacher Efficacy in Classroom Management. Journal of  Education and practice, 7(36), 181-190.
Dehghani, M., Omidian, F. & Asghari, F. (2016). Evaluation of the process of teaching-learning, organizing, achieving the goals and content of the curriculum of the mentally retarded preschool course: Hammond model. Curriculum Research, 6 (2), 101-122. (In Persian).
(--). Document of basic revolution of Iranian education system.(2011). Ministry of Education of Islamic Republic of Iran, (In Persian).
ErKan, S. & AKyol, T. (2017). A Study on the Views of Preschool Teachers and Teacher Candidates about the Concepts of Learning and participation. Educational Research and Review, 12(16), 373-379.
Fallah, A., Ahmadi, P. & Rezazadeh-Shiraz, F. B. (2015). Identifying the professional qualifications of preschool teachers. Teaching and Learning Research, 2 (6), 182-165. (In Persian).
Fan, X., Nyland, B. & Zeng, X. (2016). What Knowledge and skills do Chinese kindergarten, teachers need in a time of reform: Directors perspectives? Asia pacific Journal of Early Childhood  Education Research. V.10, 27-48
Firouzbakht, F. (2007). Needs assessment of pre-school teachers in Birjand city from their own point of view. Master Thesis in Educational Sciences, Shahid Beheshti University, Tehran, (In Persian).
Goodarzi, M. (2010). Assessment and evaluation in preschool. Preschool Educational Development, 4, 1-2.
Huntly, H. (2008). Teachers’Work: Beginning teachers’ conceptions of competence. Australian Educational Researcher, 35(1), 125-145. (In Persian).
Jakobson, L. (2008). Interventions to existential psychology: A psychology for the unique human being and its application in therapy. England: Wiely.
Jordan, B. (2004). Scaffolding learning and co-constructing understandings. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London, United Kingdom: Sage.
Karimzadeh, E. (2014). Pathology of Kohgiluyeh and Boyer-Ahmad Province Preschool Programs. Master Thesis, Kharazmi University, Tehran, (In Persian).
Kucukturan, G. (2011). Qualification scale for early childhood teachers. Procedia - Social and Behavioral Sciences, 28, 579-590.
Makhzan, B., Rashtian, M. & Kazemi, S. (2013). The Impact of Preschool on the Academic Achievement of Elementary School Students. The First National Conference on Sustainable Development in Educational Sciences, Tehran, Iran, (In Persian).
Maleki, H. (2005). Teacher Professional Qualifications (Third Edition). Tehran: Madrasa Publications, (In Persian).
Mangione, P. & Garcia, Y. (2011). California early childhood educator competencies. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf.
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Nottingham: Department for Education and Employment.
Mirzaei, M., Ahmadi, P. & Naraqizadeh, A. (2016). Comparison of the goals and content of the implemented curriculum with the intended curriculum in the preschool centers of Kerman. Modern Educational Thoughts, 12 (4), 80-63. (In Persian).
Mofidi, F. (2001). Management in preschool centers. Tehran: Allameh Tabatabai University, (In Persian).
Naderi, F., Golkari, S. & Ayati, M. (2018). Phenomenological study of preschool teachers' perceptions of curriculum elements (challenges and strategies). 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
National institute for early Education Research (NIEER). (2006). The state of preschool yearbook.New Brunswick: The State University of New Jersey.
Piri, R. (2015). Preschool curriculum planning (first edition). Tabriz: Ahrar Publications, (In Persian).
Powell, K. M. (2012). Kindergarten teacher's knowledge and perceptions of early learning- related skills and their relationship to academic achievement. Ph.D. Thesis of School Psychology, Georgia State University, Atlanta, GA.
Pushneh, K., Khosravi, A. A., & Pourali, P. (2012). Evaluating the quality of programs in Tehran Preschool Centers. Modern Educational Thoughts, 8 (1), 58-29. (In Persian).
Rajaiee, Z. (2016). The role of kindergarten and preschool in educating children. 3rd International Conference on Research in Science and Technology, Berlin, Germany.
Raouf, A. (2007). Fundamentals of Education (Philosophy of Education). Tehran: Arasbaran Publications, (In Persian).
Razavi, A. H. & Gorgi-poshti, K. (2014). The level of adaptation of the intended and implemented curriculum before preschool. Journal of Theory and Practice in Curriculum, 3 (5), 78-65. (In Persian).
Safi, A. (2011). Education and management of preschool and primary school in Iran and its developments. Tehran: Arasbaran Publications, (In Persian).
Sarmad, Z., Bazargan, A. & Hejazi, E. (2006). Research Methods in Behavioral Sciences. Tehran: Agha Publications, (In Persian).
Shabani, Z. (2004). Comparative study of teacher training program in Iran and several countries in the world. Journal of Education, 3, 121-159. (In Persian).
Strauss, A., & Corbin, J. (1998). Doing Grounded Theory: Issues and Discussions.Durham: Sociology Press.
Vahedi, M. & Bigdeli, Z. (2017). The effectiveness of organized games on the level of learning and intelligence of preschoolers. Journal of Culture, Counseling and Psychotherapy, 9 (33), 206-187. (In Persian).
Yazerloo, S. A., Afkari, F. & Najafian, H. (2018). Investigating the compliance of the program of Tehran Preschool Centers with the program guide approved by the Higher Education Council. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Zarei, M. H., Nasr Isfahani, A. R., Mirshah Jafari, I. & Liaqatdar, M. J. (2016). Preschool Instructor: Who with what specifications ? Journal of Theory and Practice in Curriculum, 4 (8), 204-181. (In PersianAbdul-haq, Z. I. (2014). The Educational Skills Required for Kindergarten Teachers in Jordan. American Journal of Educational Research, 2(3), 159-166.
 
Adibnia, A. (2009). Investigating the barriers to the implementation of active teaching methods in primary schools in Tehran. Educational Planning and Educational Innovation Research Institute, Educational Research and Planning Organization, Tehran, (In Persian).
Akhsh, S. (2017). Design and validation of pre-school curriculum in Iran. PhD Thesis in Educational Sciences, Kharazmi University, Tehran, (In Persian).
Akhsh, S., Hoseini, F., Khoobinejadian, A. & Shahidi, S. (2018). A comparative study of pre-school assessment methods in Sweden, Finland and Iran. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Akter, S., Rutsaert, p., Luis, J., Htwe, N.M., San, S.S., Raharjo, B. & pustika, A. (2017). Womens  empowent  and  gender  equity  in  agriculture:  A  different  perspective  from  Southeast  Asia. Food policy, 69, 270-279.
Aqaiee, S; Salimi, J. & Ghaderi, M. (2018). Identify the components of an effective coach in preschool education. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Barnett, W. S. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. The National Institute for Early Education Research, Rutgers University.
Bellm, D. (2005). Establishing teacher competencies in early care and education: A review of current models and options for California. Center for the Study of Child Care Employment, University of California, Berkeley.
Chappel, M. & Nye, Sh. (2007). Nevadas core knowledge areas and core competencies. Retrieved fromhttp://www.nevadaregistry.org/career-development/core-knowledge. html.
Cobbold, C. & Boateng, p. (2016). How Confident Are Kindergarten Teachars in Their Ability  to keep Order in the Classroom? A Study  of Teacher Efficacy in Classroom Management. Journal of  Education and practice, 7(36), 181-190.
Dehghani, M., Omidian, F. & Asghari, F. (2016). Evaluation of the process of teaching-learning, organizing, achieving the goals and content of the curriculum of the mentally retarded preschool course: Hammond model. Curriculum Research, 6 (2), 101-122. (In Persian).
(--). Document of basic revolution of Iranian education system.(2011). Ministry of Education of Islamic Republic of Iran, (In Persian).
ErKan, S. & AKyol, T. (2017). A Study on the Views of Preschool Teachers and Teacher Candidates about the Concepts of Learning and participation. Educational Research and Review, 12(16), 373-379.
Fallah, A., Ahmadi, P. & Rezazadeh-Shiraz, F. B. (2015). Identifying the professional qualifications of preschool teachers. Teaching and Learning Research, 2 (6), 182-165. (In Persian).
Fan, X., Nyland, B. & Zeng, X. (2016). What Knowledge and skills do Chinese kindergarten, teachers need in a time of reform: Directors perspectives? Asia pacific Journal of Early Childhood  Education Research. V.10, 27-48
Firouzbakht, F. (2007). Needs assessment of pre-school teachers in Birjand city from their own point of view. Master Thesis in Educational Sciences, Shahid Beheshti University, Tehran, (In Persian).
Goodarzi, M. (2010). Assessment and evaluation in preschool. Preschool Educational Development, 4, 1-2.
Huntly, H. (2008). Teachers’Work: Beginning teachers’ conceptionsof competence. Australian Educational Researcher, 35(1), 125-145. (In Persian).
Jakobson, L. (2008). Interventions to existential psychology: A psychology for the unique human being and its application in therapy. England: Wiely.
Jordan, B. (2004). Scaffolding learning and co-constructing understandings. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London, United Kingdom: Sage.
Karimzadeh, E. (2014). Pathology of Kohgiluyeh and Boyer-Ahmad Province Preschool Programs. Master Thesis, Kharazmi University, Tehran, (In Persian).
Kucukturan, G. (2011). Qualification scale for early childhood teachers. Procedia - Social and Behavioral Sciences, 28, 579-590.
Makhzan, B., Rashtian, M. & Kazemi, S. (2013). The Impact of Preschool on the Academic Achievement of Elementary School Students. The First National Conference on Sustainable Development in Educational Sciences, Tehran, Iran, (In Persian).
Maleki, H. (2005). Teacher Professional Qualifications (Third Edition). Tehran: Madrasa Publications, (In Persian).
Mangione, P. & Garcia, Y. (2011). Californiaearly childhood educatorcompetencies. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf.
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Nottingham: Department for Education and Employment.
Mirzaei, M., Ahmadi, P. & Naraqizadeh, A. (2016). Comparison of the goals and content of the implemented curriculum with the intended curriculum in the preschool centers of Kerman. Modern Educational Thoughts, 12 (4), 80-63. (In Persian).
Mofidi, F. (2001). Management in preschool centers. Tehran: Allameh Tabatabai University, (In Persian).
Naderi, F., Golkari, S. & Ayati, M. (2018). Phenomenological study of preschool teachers' perceptions of curriculum elements (challenges and strategies). 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
National institute for early Education Research (NIEER). (2006). The state of preschool yearbook.New Brunswick: The State University of New Jersey.
Piri, R. (2015). Preschool curriculum planning (first edition). Tabriz: Ahrar Publications, (In Persian).
Powell, K. M. (2012). Kindergarten teacher's knowledge and perceptions of early learning- related skills and their relationship to academic achievement. Ph.D. Thesis of School Psychology, Georgia State University, Atlanta, GA.
Pushneh, K., Khosravi, A. A., & Pourali, P. (2012). Evaluating the quality of programs in Tehran Preschool Centers. Modern Educational Thoughts, 8 (1), 58-29. (In Persian).
Rajaiee, Z. (2016). The role of kindergarten and preschool in educating children. 3rd International Conference on Research in Science and Technology, Berlin, Germany.
Raouf, A. (2007). Fundamentals of Education (Philosophy of Education). Tehran: Arasbaran Publications, (In Persian).
Razavi, A. H. & Gorgi-poshti, K. (2014). The level of adaptation of the intended and implemented curriculum before preschool. Journal of Theory and Practice in Curriculum, 3 (5), 78-65. (In Persian).
Safi, A. (2011). Education and management of preschool and primary school in Iran and its developments. Tehran: Arasbaran Publications, (In Persian).
Sarmad, Z., Bazargan, A. & Hejazi, E. (2006). Research Methods in Behavioral Sciences. Tehran: Agha Publications, (In Persian).
Shabani, Z. (2004). Comparative study of teacher training program in Iran and several countries in the world. Journal of Education, 3, 121-159. (In Persian).
Strauss, A., & Corbin, J. (1998). Doing Grounded Theory: Issues and Discussions.Durham: Sociology Press.
Vahedi, M. & Bigdeli, Z. (2017). The effectiveness of organized games on the level of learning and intelligence of preschoolers. Journal of Culture, Counseling and Psychotherapy, 9 (33), 206-187. (In Persian).
Yazerloo, S. A., Afkari, F. & Najafian, H. (2018). Investigating the compliance of the program of Tehran Preschool Centers with the program guide approved by the Higher Education Council. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Zarei, M. H., Nasr Isfahani, A. R., Mirshah Jafari, I. & Liaqatdar, M. J. (2016). Preschool Instructor: Who with what specifications ? Journal of Theory and Practice in Curriculum, 4 (8), 204-181. (In Persian).
Abdul-haq, Z. I. (2014). The Educational Skills Required for Kindergarten Teachers in Jordan. American Journal of Educational Research, 2(3), 159-166.
Adibnia, A. (2009). Investigating the barriers to the implementation of active teaching methods in primary schools in Tehran. Educational Planning and Educational Innovation Research Institute, Educational Research and Planning Organization, Tehran, (In Persian).
Akhsh, S. (2017). Design and validation of pre-school curriculum in Iran. PhD Thesis in Educational Sciences, Kharazmi University, Tehran, (In Persian).
Akhsh, S., Hoseini, F., Khoobinejadian, A. & Shahidi, S. (2018). A comparative study of pre-school assessment methods in Sweden, Finland and Iran. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Akter, S., Rutsaert, p., Luis, J., Htwe, N.M., San, S.S., Raharjo, B. & pustika, A. (2017). Womens  empowent  and  gender  equity  in  agriculture:  A  different  perspective  from  Southeast  Asia. Food policy, 69, 270-279.
Aqaiee, S; Salimi, J. & Ghaderi, M. (2018). Identify the components of an effective coach in preschool education. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Barnett, W. S. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. The National Institute for Early Education Research, Rutgers University.
Bellm, D. (2005). Establishing teacher competencies in early care and education: A review of current models and options for California. Center for the Study of Child Care Employment, University of California, Berkeley.
Chappel, M. & Nye, Sh. (2007). Nevadas core knowledge areas and core competencies. Retrieved fromhttp://www.nevadaregistry.org/career-development/core-knowledge. html.
Cobbold, C. & Boateng, p. (2016). How Confident Are Kindergarten Teachars in Their Ability  to keep Order in the Classroom? A Study  of Teacher Efficacy in Classroom Management. Journal of  Education and practice, 7(36), 181-190.
Dehghani, M., Omidian, F. & Asghari, F. (2016). Evaluation of the process of teaching-learning, organizing, achieving the goals and content of the curriculum of the mentally retarded preschool course: Hammond model. Curriculum Research, 6 (2), 101-122. (In Persian).
(--). Document of basic revolution of Iranian education system.(2011). Ministry of Education of Islamic Republic of Iran, (In Persian).
ErKan, S. & AKyol, T. (2017). A Study on the Views of Preschool Teachers and Teacher Candidates about the Concepts of Learning and participation. Educational Research and Review, 12(16), 373-379.
Fallah, A., Ahmadi, P. & Rezazadeh-Shiraz, F. B. (2015). Identifying the professional qualifications of preschool teachers. Teaching and Learning Research, 2 (6), 182-165. (In Persian).
Fan, X., Nyland, B. & Zeng, X. (2016). What Knowledge and skills do Chinese kindergarten, teachers need in a time of reform: Directors perspectives? Asia pacific Journal of Early Childhood  Education Research. V.10, 27-48
Firouzbakht, F. (2007). Needs assessment of pre-school teachers in Birjand city from their own point of view. Master Thesis in Educational Sciences, Shahid Beheshti University, Tehran, (In Persian).
Goodarzi, M. (2010). Assessment and evaluation in preschool. Preschool Educational Development, 4, 1-2.
Huntly, H. (2008). Teachers’Work: Beginning teachers’ conceptionsof competence. Australian Educational Researcher, 35(1), 125-145. (In Persian).
Jakobson, L. (2008). Interventions to existential psychology: A psychology for the unique human being and its application in therapy. England: Wiely.
Jordan, B. (2004). Scaffolding learning and co-constructing understandings. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London, United Kingdom: Sage.
Karimzadeh, E. (2014). Pathology of Kohgiluyeh and Boyer-Ahmad Province Preschool Programs. Master Thesis, Kharazmi University, Tehran, (In Persian).
Kucukturan, G. (2011). Qualification scale for early childhood teachers. Procedia - Social and Behavioral Sciences, 28, 579-590.
Makhzan, B., Rashtian, M. & Kazemi, S. (2013). The Impact of Preschool on the Academic Achievement of Elementary School Students. The First National Conference on Sustainable Development in Educational Sciences, Tehran, Iran, (In Persian).
Maleki, H. (2005). Teacher Professional Qualifications (Third Edition). Tehran: Madrasa Publications, (In Persian).
Mangione, P. & Garcia, Y. (2011). Californiaearly childhood educatorcompetencies. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf.
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Nottingham: Department for Education and Employment.
Mirzaei, M., Ahmadi, P. & Naraqizadeh, A. (2016). Comparison of the goals and content of the implemented curriculum with the intended curriculum in the preschool centers of Kerman. Modern Educational Thoughts, 12 (4), 80-63. (In Persian).
Mofidi, F. (2001). Management in preschool centers. Tehran: Allameh Tabatabai University, (In Persian).
Naderi, F., Golkari, S. & Ayati, M. (2018). Phenomenological study of preschool teachers' perceptions of curriculum elements (challenges and strategies). 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
National institute for early Education Research (NIEER). (2006). The state of preschool yearbook.New Brunswick: The State University of New Jersey.
Piri, R. (2015). Preschool curriculum planning (first edition). Tabriz: Ahrar Publications, (In Persian).
Powell, K. M. (2012). Kindergarten teacher's knowledge and perceptions of early learning- related skills and their relationship to academic achievement. Ph.D. Thesis of School Psychology, Georgia State University, Atlanta, GA.
Pushneh, K., Khosravi, A. A., & Pourali, P. (2012). Evaluating the quality of programs in Tehran Preschool Centers. Modern Educational Thoughts, 8 (1), 58-29. (In Persian).
Rajaiee, Z. (2016). The role of kindergarten and preschool in educating children. 3rd International Conference on Research in Science and Technology, Berlin, Germany.
Raouf, A. (2007). Fundamentals of Education (Philosophy of Education). Tehran: Arasbaran Publications, (In Persian).
Razavi, A. H. & Gorgi-poshti, K. (2014). The level of adaptation of the intended and implemented curriculum before preschool. Journal of Theory and Practice in Curriculum, 3 (5), 78-65. (In Persian).
Safi, A. (2011). Education and management of preschool and primary school in Iran and its developments. Tehran: Arasbaran Publications, (In Persian).
Sarmad, Z., Bazargan, A. & Hejazi, E. (2006). Research Methods in Behavioral Sciences. Tehran: Agha Publications, (In Persian).
Shabani, Z. (2004). Comparative study of teacher training program in Iran and several countries in the world. Journal of Education, 3, 121-159. (In Persian).
Strauss, A., & Corbin, J. (1998). Doing Grounded Theory: Issues and Discussions.Durham: Sociology Press.
Vahedi, M. & Bigdeli, Z. (2017). The effectiveness of organized games on the level of learning and intelligence of preschoolers. Journal of Culture, Counseling and Psychotherapy, 9 (33), 206-187. (In Persian).
Yazerloo, S. A., Afkari, F. & Najafian, H. (2018). Investigating the compliance of the program of Tehran Preschool Centers with the program guide approved by the Higher Education Council. 16th Conference of the Iranian Curriculum Studies Association, University of Mazandaran, Mazandaran, (In Persian).
Zarei, M. H., Nasr Isfahani, A. R., Mirshah Jafari, I. & Liaqatdar, M. J. (2016). Preschool Instructor: Who with what specifications ? Journal of Theory and Practice in Curriculum, 4 (8), 204-181. (In Persian).
 

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History

  • Receive Date: 27 May 2020
  • Revise Date: 01 July 2020
  • Accept Date: 03 September 2020

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