Change in preschool as perceived by future teachers

Abstract

Introduction: The primary objective of this project was to identify the areas of change future educators, as creators of educational environments, should implement within preschool education at the onset of their professional careers. Contemporary preschool teachers possess considerable autonomy in executing their professional responsibilities. Their initial preparation for the profession encompasses, among other aspects, specialized knowledge, interpretive competencies for understanding educational contexts, and the capacity to initiate change.

Research Aim: The study aimed to identify specific areas of change novice teachers should implement in the operations of a preschool facility. It was hypothesized that students –future early childhood and elementary school educators – would articulate their knowledge, observations, experiences, thoughts, and assessments having completed 1) the coursework in preschool and early school pedagogy and 2) their teaching practice in preschool settings.

Method: This research project employed an interpretive paradigm within a qualitative framework. Written statements served as primary research material for detailed content analysis. Triangulation of quantitative and qualitative analyses was a key aspect of the research design. The study included 98 female students of preschool and early school pedagogy from three academic centres.

Results: In their written statements, the surveyed individuals proposed numerous educational changes that, in their view, a novice teacher/preschool creator could implement.

Conclusions: Through content analysis, it was determined that the areas of proposed change pertain to: modifications in educational methods and content, a deeper understanding of a child's perspective and well-being, arrangement of preschool space, organizational adjustments, and creation of new roles and tasks for teachers.