The Concept of Professional Identity: Kindergarten Teachers' Professionalism Requirement in Malaysian Preschool Curriculum

Autor/inn/en	Masnan, Abdul Halim; Sharif, Muhammad Haziq Mohd; Dzainuddin, Masayu; Ibrahim, Mohd Mokhzani; Yahaya, Asmayati; Ahmad, Che Nidzam Che; Taha, Hafsah; Ramli, Saipolbarin; Taib, Rosfizah Md; Siraj, Saedah; Mustafa, Mazlina Che
Titel	The Concept of Professional Identity: Kindergarten Teachers' Professionalism Requirement in Malaysian Preschool Curriculum
Quelle	In: International Journal of Evaluation and Research in Education, 10 (2021) 1, S.126-134 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Professional Identity; Preschool Teachers; Preschool Curriculum; Teacher Qualifications; Professionalism; Correlation; Pedagogical Content Knowledge; Foreign Countries; Teacher Attitudes; Comparative Analysis; Malaysia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrqualifikation; Professionalität; Korrelation; Pädagogische Kompetenz; Ausland; Lehrerverhalten
Abstract	This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia's new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01