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Artykuły w czasopismach na temat „The pre-school teachers”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Yoon, Okkyong. "Pre-service Teachers’ Awareness and Improvement Demands on Elementary Social Studies Teacher's Guidebook in Social Studies Lesson Planning." Korean Lesson Study Group for Social Studies 13, no. 1 (2025): 1–17. https://doi.org/10.34261/jssls.2025.13.1.1.

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This study is a basic study to understand how elementary school pre-service teachers perceive and use teacher's guidebooks when planning social studies lessons. While preparing for the mock lesson, elementary school pre-service teachers critically analyzed the teacher's guidebooks and explored ways to use them on the premise of actual classes. Elementary school pre-service teachers analyzed, evaluated, and suggested improvements in terms of materials, classes, and learners for social studies teachers. Elementary school pre-service teachers said that resources for solving real-life case problem

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Листопад, А. А., та Н. Л. Листопад. "Формирование медиаграмотности будущих воспитателей дошкольных образовательных учреждений". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, № 4 (2020): 15–28. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p15-28.

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The article deals with the relevance and necessity of forming media literacy among future pre-school teachers. The aims, objectives, means and features of using digital technologies in education are analyzed. The role of digital technologies in the process of forming the media literacy of future pre-school teachers is examined. The results of the pilot study on the development of digital media literacy among future pre-school teachers are presented in the article.

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Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the childrenâ€™s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate othersâ€™ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachersâ€™ experience on the strategies they use to scaffold SEC in children. Teachersâ€™ experience was categorized into: novice; fairly experienced

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KARDEŞ, Servet, and Şeyma DİLEK. "Pre-school teachers' social media addiction." Elektronik Dil ve Eğitim Dergisi 3, no. 3 (2022): 41–51. https://doi.org/10.29228/ejle.63691.

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Sosyal medya; günlük haber okuma, oyun, paylaşım, sosyal ilişkiler kurma, bilgi alma ve eğitim gibi birçok alanda kullanılmaktadır. Ancak bazı durumlarda sosyal medyanın aşırı kullanımı, bireylerde bağımlılık yaratabilmektedir. Bu araştırma okul öncesi öğretmenlerinin sosyal medya bağımlılıklarının çeşitli değişkenler açısından irdelemek için yapılmıştır. Bu çalışmada, nicel araştırma yöntemlerinden biri olan betimsel tarama kullanılmıştır. Bu araştırmanın örneklemini basit tesadüfi örnekleme yöntemiyle seçilen 462 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplamak için Kişisel B

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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.

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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school admi

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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Özmentes, Sabahat, and Elif Tekin Gürgen. "Pre-school and elementary school pre-service teachers’ learning outcomes for music." Procedia - Social and Behavioral Sciences 9 (2010): 444–49. http://dx.doi.org/10.1016/j.sbspro.2010.12.178.

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Rahmonov, Gaffarjon Ruzmatovich. "PECULIARITIES OF AESTHETIC UPBRINGING OF PRE-SCHOOL CHILDREN." International Journal of Pedagogics 4, no. 7 (2024): 47–51. http://dx.doi.org/10.37547/ijp/volume04issue07-08.

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This graduation work is dedicated to the study of the methodology of aesthetic education of children in art-speech activities in the education of elementary school teachers. The main goal of the research is to improve the moral and spiritual education of elementary school teachers through artistic and speech activities, and to provide them with new methodological approaches that can be used in pedagogical activities.

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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.

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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professio

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Cigdem, Kilicc. "Lifelong learning perceptions of pre-school pre-service teachers." Educational Research and Reviews 9, no. 19 (2014): 780–85. http://dx.doi.org/10.5897/err2014.1879.

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Pineda‐Herrero, Pilar, Esher Belvis, M. Victoria Moreno, and Xavier Úcar. "Is continuing training useful for pre‐school teachers? Effects of training on pre‐school teachers and centers." European Early Childhood Education Research Journal 18, no. 3 (2010): 407–21. http://dx.doi.org/10.1080/1350293x.2010.500081.

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Dziurzyński, Krzysztof. "Professional burnout of pre-school and early-school teachers." Journal of Modern Science 41, no. 2 (2019): 11–38. http://dx.doi.org/10.13166/jms/109736.

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Ahn, Soojin, and Maria Oh. "Pre-service Elementary Teachers’ Overseas Teaching Practicum and Development of English Teacher Agency." Korea Association of Primary English Education 29, no. 4 (2023): 231–49. http://dx.doi.org/10.25231/pee.2023.29.4.231.

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This study examined the reflections of four Korean pre-service elementary teachers regarding their three-week overseas teaching practicum in the United States and how the overseas teaching practicum contributed to the development of their English teacher agency. The study was conducted as a case study, and the participants’ interview transcripts and final reports were collected as data for analysis. The collected data were explored using thematic analysis. Two major themes were found in this study. First, the pre-service teachers developed confident English teacher agency. Second, the pre-serv

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Türkoğlu, Bengü. "Opinions of pre-school teachers and pre-service teachers on values education in the pre-school period: The case of Konya province." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (2019): 381–412. http://dx.doi.org/10.14527/pegegog.2019.012.

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This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the

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Esanturdievich, Parmanov Abdulla, and Saidova Dilobar. "Problems Of Information Culture Development Of Pre-School Education Teachers." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 560–63. http://dx.doi.org/10.37547/tajssei/volume03issue03-90.

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This article explains the essence of information culture, provides definitions of various authors. The relevance of this issue in pedagogy is considered in connection with social processes, due to which the need for the formation of information culture of preschool teachers increases.

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Gürer, Gözde. "THE OPINIONS OF PRE-SCHOOL TEACHERS ABOUT STUDENTS ' AGGRESSIVE BEHAVIOR." Universal Academic Research Journal 1, no. 1 (2019): 42–52. http://dx.doi.org/10.17220/tuara.2019.01.5.

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Jang, Kee Duck, and Sung Yeol Dhoi. "Awareness of the Associated Curriculum of Nuri Curriculum and Primary Curriculum: kindergarten teachers, pre-kindergarten teachers, elementary school teachers, pre-primary school teachers." Korean Youth Counseling Association 3, no. 2 (2022): 23–39. http://dx.doi.org/10.51613/jkyca.2022.3.2.23.

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Githinji, Stephen, and John Aluko Orodho. "Relationship between Early Childhood Play Activities and Holistic Development of the Learner in Pre-schools in Kiambu County, Kenya." Greener Journal of Educational Research 8, no. 3 (2018): 47–54. https://doi.org/10.15580/GJER.2018.3.041318058.

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The study investigated relationship between early childhood play activities and holistic   child development in Kiambu County, Kenya.  It was conducted on a sample of 300 participants’ comprising 150 teachers and 150 managers of pre-school institutions.  Questionnaire and interview guides for managers and teachers were the main instruments used to collect data.  Pretesting of the questionnaires yielded a reliability coefficient of 0.752 and 0.692 for teachers and managers respectively. Quantitative data collected were analysed using Statistical Package for Social

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Celik Demirci, Sedef, and Tugba Baran Kaya. "A Letter to My Teacher: Perceptions of Middle School Students and Pre-Service Mathematic Teachers of Their Mentor Teacher." International Journal of Research in Education and Science 9, no. 3 (2023): 802–22. http://dx.doi.org/10.46328/ijres.3273.

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This research was conducted to determine the perceptions of pre-service teachers and middle school students towards mathematics teachers. For this purpose, the perceptions of both the pre-service teachers and students regarding six mathematics teachers were discussed comparatively. The research method is case study. The data of this study were collected through reflective letters of pre-service teachers (f=35) and students of these teachers (f=105) to six middle school mathematics teachers. The collected data were analyzed in the MAXQDA qualitative data analysis program. As a result of the ana

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Çakır, Turan, and Yunus Doğan. "Investigation of pre-school teachers' creativity levels." International Journal of Trends and Developments in Education 4, no. 1 (2024): 74–87. https://doi.org/10.5281/zenodo.11475083.

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Kovienė, Skaistė. "IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (2016): 106–16. http://dx.doi.org/10.48127/spvk-epmq/16.8.106.

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The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-sc

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Calisandemir, Fatma. "The predictors of pre-service pre-school teachers’ self-efficacy beliefs." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (2017): 70–76. http://dx.doi.org/10.18844/prosoc.v4i6.2915.

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The aim of this research is to examine the extent of pre-service preschool teachers’ self-efficacy beliefs and elicit the relationship between their sub-dimensions of life goals, and various variables. For this purpose, data were collected from a total of 465 university students. The data on the dependent variables were obtained using Life Goal Scale. The data on the independent variables were obtained using the Pre-school Teachers Self-Efficacy Beliefs Scale. The study employed one of the general survey models, the relational survey model. The participant teachers’ self-efficacy beliefs and l

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Marchis, Iuliana. "Pre-Service Primary School Teachers’ Spatial Abilities." Acta Didactica Napocensia 10, no. 2 (2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.

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ÖZBAY KARLIDAĞ, İpek. "Pre-school Teachers’ Opinion on Active Learning." Bartın University Journal of Faculty of Education 11, no. 1 (2022): 235–47. http://dx.doi.org/10.14686/buefad.923137.

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Jakimovik, Slagjana. "The mathematics education of pre-school teachers." Godisnjak Uciteljskog fakulteta u Vranju, no. 5 (2014): 11–21. http://dx.doi.org/10.5937/gufv1405011j.

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Eftimie, Simona. "Teachers’ Behaviours in Pre-University School Organization." JUS ET CIVITAS A Journal of Social and Legal Studies 74, no. 2 (2024): 27–34. http://dx.doi.org/10.51865/jetc.2023.2.05.

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O'Haver, Thomas C. "Chemistry for Pre-Service Middle School Teachers." Journal of Chemical Education 74, no. 5 (1997): 522. http://dx.doi.org/10.1021/ed074p522.

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Lee, Seung-Won. "Convergence Education of Elementary School Teachers and Pre-service Teachers." Korean Association of Practical Arts Education 34, no. 1 (2021): 1–17. http://dx.doi.org/10.24062/kpae.2021.34.1.1.

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Cevik, Gulsen Buyuksahin. "Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (2017): 207. http://dx.doi.org/10.11591/ijere.v6i3.7639.

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Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form

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Hara, May. "Safety, advocacy, and the teacher’s role: Pre-service teachers and school shooting policies." education policy analysis archives 28 (March 9, 2020): 31. http://dx.doi.org/10.14507/epaa.28.4800.

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In this qualitative case study, I examine pre-service teachers’ experiences with school shooting policy. Analysis of individual interviews, group discussions and reflective memos with pre-service teachers (n=7) in seven Massachusetts districts shows that pre-service teachers, while deeply concerned about the possibility of school shootings, viewed existing policies as ineffective, damaging to their pedagogical practice and relationships with students, and out of step with teachers’ concerns. Further, they interpreted proposed policies as undermining the value of teachers in contemporary societ

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Jurgena, Inese, Dagnija Cēdere, and Ingrīda Keviša. "THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 276. http://dx.doi.org/10.17770/sie2020vol1.4938.

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With the guidelines for pre-school education coming into effect, a paradigm change has occurred in Latvia, focusing on a child-centred educational process. Contradictions can be observed in the professional training of pre-school teachers. Clearly, pre-school educators ensure the transfer of values to the next generation and the stability of the system of education; nevertheless, their activity is often focused on imparting reproductive knowledge and skills and following familiar algorithms and stereotypes. The innovative trend – the development of child’s social and emotional skills – is not

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NISHIZAKA, SAYURI. "Kindergarten Teachers' Mental Health: Stress, Pre-School Teacher Efficacy, and Hardiness." Japanese Journal of Educational Psychology 50, no. 3 (2002): 283–90. http://dx.doi.org/10.5926/jjep1953.50.3_283.

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Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers." Early Child Development and Care 186, no. 4 (2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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Acquah, Bernard Yaw Sekyi, and Peter Anti Partey. "Self-Efficacy Beliefs and Performance of Pre-Service Economics Teachers: Implications for Teacher Training." Journal of Educational Issues 9, no. 1 (2023): 277. http://dx.doi.org/10.5296/jei.v9i1.16324.

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Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determin

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Majidah, Yuniz, Ike Kusdyah Rachmawati, and Tin Agustina Karnawati. "PENGARUH GAYA KEPEMIMPINAN SITUASIONAL DAN MOTIVASI KERJA TERHADAP KINERJA GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL MODERASI." Jurnal Ilmiah Bisnis dan Ekonomi Asia 14, no. 2 (2020): 105–12. http://dx.doi.org/10.32812/jibeka.v14i2.173.

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The principal should have caring to improving the quality of education. Such caring should be demonstrated with the will and ability to develop themselves optimally, so the teachers and education personnel can improve their performance. The teacher's performance is influenced by several factors are situational leadership style, work motivation and job satisfaction.The purpose of this research is to know and analyse the influence of situational leadership style, job motivation, and job satisfaction on the teacher's performance, the influence of situasional leadership style and job motivation to

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Padmanathan, Shanmugi. "Exploring the Star Children Pre-School Teachers’ Perception on School Homework in Bandar Utama." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 01 (2023): 69–78. http://dx.doi.org/10.60072/ijeissah.2023.v2i01.008.

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For countless students, school homework represents an appalling nightmare of immense proportions. Honestly, school homework should be able to do more creative things are not a forced homework. However, homework has been generally viewed as a positive practice and a perennial topic of debate in Early Childhood Education in Malaysia. This study technically focuses on the Star Children House teachers’ perception on school homework in Bandar Utama. This is a qualitative method which involving focus group interview with pre-school teachers. This qualitative research study is based on focus group st

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Aliu, Jetë, and Fjolla Kaçaniku. "An Exploration of Teacher Leadership: Are Future Teachers Ready to Lead?" Center for Educational Policy Studies Journal 13, no. 4 (2023): 37–62. http://dx.doi.org/10.26529/cepsj.1634.

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The teaching profession has become increasingly complex in the last decades. The changing role of teachers has called for a new paradigm of the teaching profession that recognises the potential of teachers to lead for supporting school development and change. The influence teachers have on the school community and their commitment to school change are at the core of teacher leadership definitions. Preparing future teachers to act as leaders in their schools can support the overall efforts for school improvement. Hence, the purpose of this study is to explore pre-service teacher leadership deve

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Pistav Akmese, Pelin, and Nilay Kayhan. "Sign language education in pre-school: Prospective pre-school teachers’ views about the Turkish sign language course." South African Journal of Education 43, no. 2 (2023): 1–11. http://dx.doi.org/10.15700/saje.v43n2a2179.

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Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers’ opinions and thoughts about sign language in deaf children’s education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018–2019 academic year. The main themes obtained from the interviews were as

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Wardhani, Anastasia Camelia, Ouda Teda Ena, and Concilianus Laos Mbato. "Constructing Teacher Identity: Teachers Emotion in Teaching English for Pre-School Students." Language Circle: Journal of Language and Literature 15, no. 2 (2021): 193–200. http://dx.doi.org/10.15294/lc.v15i2.26365.

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This research discusses how teachers’ emotion regulation helps them construct their professional identity. To be specific, the emotion regulation studied is around teaching pre-school students. The emotion regulation investigated covers the teachers’ behavior in the classroom setting when they are dealing with little children. The research question of this study is “How teachers’ identity is constructed especially in teaching pre-school students?”. Theories related to emotion competence, emotion regulation, and teacher identity were also reviewed in this paper. In conducting the research, teac

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Kopas-Vukasinovic, Emina. "Child’s creativity in transition from pre-school to school." Zbornik Instituta za pedagoska istrazivanja 37, no. 2 (2005): 82–98. http://dx.doi.org/10.2298/zipi0502082k.

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This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child?s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influence the development of a child?s creativity. Data was collected from a judgment scale given to pre-schoo

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Klanienė, Ilona, Gražina Šmitienė, and Raimonda Vainorė. "Headmasters’ Attitudes Towards Career Management Opportunities for Pre-School Education Teachers." Regional Formation and Development Studies 37, no. 2 (2022): 66–76. http://dx.doi.org/10.15181/rfds.v37i2.2422.

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In an ever-changing world, the goals of education and the expectations of education policy makers, society and parents for the education system are also changing. Pre-school educational institutions need teachers with professional excellence and leadership skills who are constantly improving their competencies. In this context, the management of a teacher’s career is becoming a particularly important issue. In the management of a teacher’s career, not only the motivation of the teacher himself but also the role of the headmaster is very important in creating conditions and providing opportunit

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Seker, P. T., and F. Alisinanoglu. "Self-Efficacy Scale of Pre-School Teachers towards Mathematics Education in Pre-School Period." Creative Education 06, no. 02 (2015): 204–10. http://dx.doi.org/10.4236/ce.2015.62018.

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Bakhmat, N. "FUTURE PRE-SCHOOL TEACHERS’ PREPARATION TO ROLE ACTIVITIES OF PRE-SCHOOL CHILDREN: EXTERNAL EXPERIENCE." Pedagogical Education: Theory and Practice 1, no. 25 (2018): 12–18. http://dx.doi.org/10.32626/2309-9763.2018-25-1.12-18.

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Tan, Xuan Li, Rokiah Omar, and Feizal Knight Victor. "Knowledge Retention Level among Pre-School Teachers in Conducting Pre-School Children Vision Screening." Jurnal Sains Kesihatan Malaysia 17, SI (2019): 149–56. http://dx.doi.org/10.17576/jskm-2019-17.

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Tan, Xuan Li, Rokiah Omar, and Feizal Knight Victor. "Knowledge Retention Level among Pre-School Teachers in Conducting Pre-School Children Vision Screening." Jurnal Sains Kesihatan Malaysia 17, SI (2019): 149–56. http://dx.doi.org/10.17576/jskm-2019-17si-17.

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Akar, Cüneyit, Şerife Cengiz, and Mustafa Ulutaş. "The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction." Participatory Educational Research 11, no. 3 (2024): 260–81. http://dx.doi.org/10.17275/per.24.45.11.3.

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The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account t

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Tuncay, Aysun. "Okul Öncesi Eğitim Kurumlarında Görev Yapan Öğretmenlerin Mesleki Tükenmişliklerinin İncelenmesi." International Journal of Social Sciences 6, no. 26 (2022): 340–53. http://dx.doi.org/10.52096/usbd.6.26.21.

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In this study, the professional burnout of teachers working in pre-school education institutions was examined, the literature on the subject was reviewed, and the problem focuses were emphasized by approaching the study with a holistic perspective. Teachers working in pre-school education institutions do not choose their profession consciously, the curriculum of the Ministry of National Education is full of intense and heavy workload, insufficient educational materials and equipment, frequent job changes and compulsory assignments, and educational problems in pre-school programs in universitie

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Herbert, Sandra, and Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education." Research in Science Education 48, no. 4 (2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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Huong, Trinh Thi, Phan Nhat Hao, Lu Hung Minh, and Nguyen Thi Linh. "Teacher mentors’ emotional experiences in mentoring pre-service primary school teachers during a school-based teaching internship." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 1956–66. https://doi.org/10.53894/ijirss.v8i2.5587.

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Mentoring pre-service teachers is viewed as emotionally charged. In Vietnam, most studies have focused on mentees’ experiences in their teaching internship, leaving a knowledge gap in understanding mentors’ emotional experiences. This research, therefore, bridges this gap by investigating Vietnamese teacher mentors’ emotional experiences in mentoring pre-service primary school teachers in a school-based internship in the Mekong Delta region. A qualitative case study, drawing from complexity theory, was designated to achieve its aim. Data was collected through two rounds of structured interview

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