Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Exploring the Impact of Integrating the Nursery Teacher Certificate on Student Teachers’ Teaching Competences in Teacher Education in Shaanxi, China

Zi Rui Liu, Masayu Dzainudin

http://dx.doi.org/10.6007/IJARPED/v12-i2/17316

Open access

This quantitative study investigates the impact of integrating the Nursery Teacher Certificate into teacher education in Chinese vocational and technical colleges, specifically focusing on the perspectives of student teachers majoring in Early Childhood Care Education. The study aims to assess the influence of integrating the Nursery Teacher Certificate into nursery teacher education on the teaching competences of student teachers. A sample of 95 respondents, enrolled in the Early Childhood Care Education program across five vocational and technical colleges in Shaanxi, China, participated in the study. The findings reveal that integrating the Nursery Teacher Certificate has a positive impact on student teachers’ knowledge, skills, and attitudes, enhancing their practical teaching competence. However, the certificate program neglects the cultivation of classroom management skills in the teacher education, highlighting the need for a more comprehensive approach to address this gap. These findings have implications for the revision of certificate curricula to incorporate explicit training in classroom management and emphasize the importance of nurturing well-rounded teaching competences. By addressing this discrepancy, teacher education programs can better prepare future nursery teacher educators for the challenges they may face in their teaching careers.

Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1), 357–370. https://doi.org/10.1111/bjet.12565
Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers’ dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of School Psychology, 65(1), 40–53. https://doi.org/10.1016/j.jsp.2017.06.004
Betawi, A., & Jabbar, S. (2018). Developmentally appropriate or developmentally inappropriate, that’s the question: perception of early childhood pre-service teachers at The University of Jordan. International Journal of Adolescence and Youth, 24(1), 40–50. https://doi.org/10.1080/02673843.2018.1458633
Bourke, T., Ryan, M., & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75(1), 83–92. https://doi.org/10.1016/j.tate.2018.06.005
Bunterm, T., Srisawasdi, N., & Pondee, P. (2018). Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technology-integrated pedagogy module. International Journal of Mobile Learning and Organisation, 12(1), 1. https://doi.org/10.1504/ijmlo.2018.10009961
Celik, S. (2020). Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study. Revista Amazonia Investiga, 9(31), 166–177. https://doi.org/10.34069/ai/2020.31.07.15
Chen, L. L., & Zhou, Y. X. (2020). Taking “1 + X” Certificate as an Opportunity to Promote the Reform of Early Childhood Development and Health Management Professional Development in Vocational Colleges. Innovative Education Research, 8(6).
Davis, B., & Dunn, R. (2018). Making the personal visible: emotion in the nursery. Early Child Development and Care, 188(7), 905–923.
https://doi.org/10.1080/03004430.2018.1439487
Dobell, A., Pringle, A., Faghy, M. A., & Roscoe, C. M. P. (2021). Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England. Children, 8(5), 338. https://doi.org/10.3390/children8050338
Grossman, P., & Loeb, S. (2021). Alternative Routes to Teaching. Harvard Education Press.
Karaca, A., & Durna, Z. (2019). Patient satisfaction with the quality of nursing care. Nursing Open, 6(2), 535–545.
Krogh, S., & Morehouse, P. (2020). The early childhood curriculum: inquiry learning through integration. Routledge.
Lestari, H., Sopandi, W., Sa’ud, U. S., Musthafa, B., Budimansyah, D., & Sukardi, R. R. (2021). The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic. Jurnal Pendidikan IPA Indonesia, 10(3), 346–356. https://doi.org/10.15294/jpii.v10i3.28655
Leuchter, M., Saalbach, H., & Hardy, I. (2014). Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of `floating and sinking’. International Journal of Science Education, 36(1), 1751–1771. https://doi.org/10.1080/09500693.2013.878482
Mian, S. H., Salah, B., Ameen, W., Moiduddin, K., & Alkhalefah, H. (2020). Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities. Sustainability, 12(15), 6100. https://doi.org/10.3390/su12156100
Miwa, C. (2020). Early Childhood Care and Education Practices in Japan for the Era of Society 5.0. Advances in Social Science, Education and Humanities Research: Proceedings of the 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019), 503. https://doi.org/10.2991/assehr.k.201205.080
Nores, M., & Barnett, W. S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271–282. https://doi.org/10.1016/j.econedurev.2009.09.001
Pallant, J. (2016). SPSS Survival Manual (6th ed.). McGraw-Hill.
Pedaste, M., Leijen, A., Poom?Valickis, K., & Eisenschmidt, E. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education, 54(3). https://doi.org/10.1111/ejed.12346
Putri, Z., Yoestara, M., Aziz, Z. A., & Yusuf, Y. Q. (2019). The Correlation between Professional Development Training and English Teachers’ Competence. Journal of Physics: Conference Series, 1232(1), 012037. https://doi.org/10.1088/1742-6596/1232/1/012037
Razeq, A.-H. - A. (2022). Teachers Candidates’ Experience in a Practicum for English as a Foreign Language. International Journal on Studies in English Language and Literature (IJSELL), 10(2), 31–38.
Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020). The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences. Sustainability, 12(11), 4782. https://doi.org/10.3390/su12114782
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. 2nd Social and Humaniora Research Symposium (SoRes 2019).
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1). https://doi.org/10.1186/s40594-017-0068-1
Shi, M. R. (2023). Study on the path of integration of early childhood education courses and certificates under the “1+X” early childhood care Certificate System. Journal of Ningbo Vocational and Technical College, 27(02), 46–50.
Shin, M. (2012). “Whole Teacher” Crisis: Examining Pre-service Student Teachers’ Perceptions of Professionalism. International Journal of Education, 4(4). https://doi.org/10.5296/ije.v4i4.1879
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: a Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171.
The Ministry of Education In China. (2019). ????“????+??????????”??????????. Www.scio.gov.cn. http://www.scio.gov.cn/xwfbh/gbwxwfbh/xwfbh/jyb/Document/1652134/1652134.htm
Tjabolo, S. A., & Herwin, H. (2020). The Influence of Teacher Certification on the Performance of Elementary School Teachers in Gorontalo Province, Indonesia. International Journal of Instruction, 13(4), 347–360. https://doi.org/10.29333/iji.2020.13422a
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Wang, J. (2023). Value Appeal, Realistic Dilemma and Innovative Strategy of 1+X Certificate System Implementation. Journal of Shaanxi Youth Vocational College, 1(1), 51–57.

In-Text Citation: (Liu & Dzainudin, 2023)
To Cite this Article: Liu, Z. R., & Dzainudin, M. (2023). Exploring the Impact of Integrating the Nursery Teacher Certificate on Student Teachers’ Teaching Competences in Teacher Education in Shaanxi, China. International Journal of Academic Research in Progressive Education and Development, 12(2), 1494–1506.