Izvorni znanstveni članak
https://doi.org/10.48188/so.4.17
Readiness of preschool educators for professional development and training
Nina Alajbeg
orcid.org/0009-0002-8146-6904
; Department of Pre-School Education University of Split, Faculty of Humanities and Social Sciences, Split, Croatia
Anita Mandarić Vukušić
orcid.org/0000-0003-1532-0069
; Department of Pedagogy, University of Split, Faculty of Humanities and Social Sciences, Split, Croatia
*
* Dopisni autor.
Sažetak
Aim: To investigate early childhood teachers’ readiness for professional development.
Methods: We surveyed 150 early childhood educators from Croatia through an online two-part questionnaire. The first part collected general information about the respondents, while the second focused on the self-assessment of readiness for professional development. We analyzed the data with descriptive statistics.
Results: Overall, respondents had a high level of readiness for professional development (mean = 4.21 [range = 1–5], standard deviation = 0.54). There were no statistically significant age or work experience-based differences in educators’ readiness for professional development. Educators who were in permanent employment and had completed a graduate degree appeared readier for professional development.
Conclusion: Early childhood teachers showed readiness for professional development and training regardless of age, employment status, work experience, or educational attainment.
Ključne riječi
educational needs; pre-school educators; professional education; professional training; school environment; self-assessment
Hrčak ID:
310717
URI
Datum izdavanja:
5.12.2023.
Posjeta: 580 *