Teacher Development to Collaboratively Improve Learning Environment of an Early Childhood Development Center
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| Title: | Teacher Development to Collaboratively Improve Learning Environment of an Early Childhood Development Center |
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| Language: | English |
| Authors: | Chawee Ma-Ui, Phrakhrusutheejariyawattana |
| Source: | World Journal of Education. 2025 15(2):13-27. |
| Availability: | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: https://www.sciedu.ca/journal/index.php/wje/index/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Teacher Attitudes, Teacher Effectiveness, Early Childhood Education, Early Childhood Teachers, Teacher Competencies, Faculty Development, Teacher Role, Educational Innovation, Foreign Countries, Online Courses, Teaching Skills, Classroom Environment, Developmentally Appropriate Practices, Research and Development, Test Construction, Parent Attitudes, Educational Environment |
| Geographic Terms: | Thailand |
| ISSN: | 1925-0746 1925-0754 |
| Abstract: | This research seeks to explore the perspectives of academics and educational organizations on the intricate development of learning environments that are instrumental in enhancing the pedagogical effectiveness of teachers within Early Childhood Development Centers. The ultimate aim is to empower teachers to implement the Knowledge and skills acquired through this improved learning environment, ensuring that these learning outcomes translate into effective and efficient teaching practices. The study utilized a Research and Development methodology, culminating in the formulation of an innovative educational program titled "Online Self-Training Program for Developing Teachers to Collaboratively Improve Learning Environment of an Early Childhood Development Center." This comprehensive program encompasses two pivotal projects: 1) the Teacher Learning Development Project, which focuses on advancing the skills and competencies of teachers, and 2) the Teachers Leading Learning Outcomes to Development Project, which emphasizes the role of educators in fostering significant learning advancements. The research culminated in a robust experimental study that adopted a group Pretest-Posttest design, involving a cohort of 5 dedicated teachers and 38 engaged parents from a local school. The results from this research phase revealed that the educational innovation met the predefined quality standards outlined in the research hypothesis and demonstrated significant potential for dissemination. This indicates that educational innovation can be effectively shared and implemented across various schools nationwide, reaching a broader audience within the targeted educational landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478611 |
| Database: | ERIC |
| Abstract: | This research seeks to explore the perspectives of academics and educational organizations on the intricate development of learning environments that are instrumental in enhancing the pedagogical effectiveness of teachers within Early Childhood Development Centers. The ultimate aim is to empower teachers to implement the Knowledge and skills acquired through this improved learning environment, ensuring that these learning outcomes translate into effective and efficient teaching practices. The study utilized a Research and Development methodology, culminating in the formulation of an innovative educational program titled "Online Self-Training Program for Developing Teachers to Collaboratively Improve Learning Environment of an Early Childhood Development Center." This comprehensive program encompasses two pivotal projects: 1) the Teacher Learning Development Project, which focuses on advancing the skills and competencies of teachers, and 2) the Teachers Leading Learning Outcomes to Development Project, which emphasizes the role of educators in fostering significant learning advancements. The research culminated in a robust experimental study that adopted a group Pretest-Posttest design, involving a cohort of 5 dedicated teachers and 38 engaged parents from a local school. The results from this research phase revealed that the educational innovation met the predefined quality standards outlined in the research hypothesis and demonstrated significant potential for dissemination. This indicates that educational innovation can be effectively shared and implemented across various schools nationwide, reaching a broader audience within the targeted educational landscape. |
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| ISSN: | 1925-0746 1925-0754 |
