Original article | International Journal of Research in Teacher Education 2021, Vol. 12(2) 13-28
Sylvia Chong, Theresa Lu
pp. 13 - 28 | Manu. Number: ijrte.2021.009
Published online: June 29, 2021 | Number of Views: 7 | Number of Download: 56
Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching profession, it is claimed that preschool teachers have the lowest sense of professional self. Determining the professional status of the preschool teachers is problematic and begins with preschool teacher sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ sense of professional self. The findings showed that the preschool teachers have an emerging sense of professionalism. The study also highlighted the importance in providing opportunities for collaboration and teamwork practices within supportive learning communities and mentors to support positive outcomes for preschool teachers' professional learning. Teacher education and professional development programmes, together with statutory and professional organisations have to take the lead in bringing the profession forward. Importantly, the sector must continue to develop preschool leaders for knowledge exchange and generation in a landscape that is evolving quickly.
Keywords: preschool teachers; professional self; learning communities; mentoring
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