Guidelines for reforming early childhood teacher production and development systems by applying competencies effecting the early childhood-Based conceptual innovation development

Abstract

This study aimed to produce guidelines for improving the teaching and concept development of pre-elementary school children. The reformation of the teaching system was approached from two perspectives. First, to study the competency of the teachers by observing behavioral indicators that affect concept development in early childhood. Second, to design an early childhood teacher production and development system that would advance the early childhood teacher’s competencies for 2-years postgraduate teacher. This design approach to transforming early childhood teaching methods looked at regulating the qualifications and admission criteria of trainee teachers and determining the course structure and curriculum of the teacher training programmes. Fifty-two participants were divided into 2 groups. The first group consisted of 40 subjects using the appropriate competencies questionnaire, and the second group consisted of 12 subjects collected by the public hearing record form. The research instruments consisted of a questionnaire and a public hearing record form. Statistical analysis included frequency distribution, percentage, and content analysis. The results showed 17 appropriate behavioral indicators of competency should be applied to the design guidelines for regulating qualifications and admission criteria for early childhood teacher training institutions. Moreover, 90 behavioral indicators should be applied to the design of the teacher training course structure, and 77 behavioral indicators should be applied to the design of the curriculum for developing teacher competencies. When the design results were taken for public hearings, it was found that all three design had the required standards of accuracy and comprehensiveness, and were appropriate for implementation in the classroom.