Nowadays, preschool education plays a key role in all aspects of people’s lives. Preschool education teacher training programs need to reform accommodate the requirements of society and parents. This research studies the effectiveness of a new pre-school education teacher training program in Shanghai, using the Art Education Department (AED) of East China Normal University as a case study. The study involves AED graduates, AED lecturers and kindergarten principals, and assesses the effectiveness of the new program based on its course content and balance, its graduates’ work performance, and employers’ evaluations. This research was conducted through questionnaires, interviews and document analysis. A better understanding of the different opinions obtained can further our understanding of the effectiveness of the new pre-school education teacher training program. / published_or_final_version / Education / Master / Master of Education

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M.Ed. / This study is designed around the hypothesis that a modular approach in teacher education, within an educationally sound curriculum framework, could indicate an appropriate route towards the possible implementation of several training models. Teacher education for the pre-primary school phase, as well as other differientiated training programmes, may be accommodated within this flexible approach. Viewed together with the implementation of a modular system is the implicit need for centralised administrative machinery. Associated fieldwork included the following: * Three focused study visits abroad (1982 - 1989) * A . literature search and survey of research projects followed by a systematic s tudy of relevant publications, documents relating to education policy issues and selected legislation * Close involvement with a local pre-primary teacher training project * Consultation along structured lines with academics, educational experts and individuals engaged at policy level. The most significant findings were: a) Both in the RSA and overseas teacher education programmes are currently under review. b) Teacher education models incorporating flexibility are being developed. This element of flexibility introduces, in addition to 'traditional admission requirements attached to a specific course, exit points with a carry-forward of credits already acquired. c) A modular approach to teacher education programmes is gaining favour rapidly within educational circles, and also in the sphere of manpower planning. Based on the findings,. several recommendations were made with regard to a modular curriculum for teacher education and more specifically with reference to the pre-primary school phase in the RSA.

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As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating science education into their classrooms and curriculum. Seventy-one teachers enrolled in two three-day, professional development trainings that were conducted over three, five-hour sessions approximately one month apart. During that training the teachers learned hands-on activities for young children that introduced life and physical science content. They were also given the task of developing and implementing a science-based lesson for their students and then analyzing it with other participants. The information from the lesson plans was collected for analysis. After the last training the teachers were given a pre/post retrospective survey to measure effective outcomes. The results from the lesson plans and surveys indicate that the trainings helped improve the teachers' understanding of Mind in the Making, the nature of science, and science practices. The results also show that the teachers felt more comfortable integrating science education into their classrooms and curriculum.

Research literature indicates that ongoing professional development makes a difference in enhancing the knowledge, abilities, and necessary skills for early intervention providers of preschoolers with moderate and severe disabilities (MSD). The purpose of this study was to assess the professional development needs of early intervention providers of preschoolers with MSD in Saudi Arabia. This research implemented a descriptive survey design to provide quantitative research findings. The study included a sample size of 92 early intervention providers (EIPs). The researcher used descriptive statistics to analyze the demographic characteristics of the participants and to determine participants’ responses towards the basic characteristics, objectives, and standards of professional development programs at the Disabled Children’s Association (DCA) in Saudi Arabia as well as their perceived teaching abilities. The Somers' D tests were conducted to compare several proportions among the items. ANOVA also was used to determine whether a significant difference existed among all independent and dependent variables. The research results discovered that the basic characteristics, objectives, and standards of professional development programs at the DCA in Saudi Arabia that provide early intervention providers with the knowledge, skills, and abilities were in the high level of quality. The findings also indicated that perceived teaching abilities of EIPs were in the high level, while “teaching Self-Help skills” was in the moderate level. There was a significant difference between perceived teaching abilities and the number of hours spent in a professional development course, at p<.05. Providers who spent five or more hours of professional development during the past year had higher means and influences in teaching the five achievement skills researched in this study. Overall, there was agreement between the criteria of the programs offered in the centers of the DCA and the perceptions of the early intervention providers about their professional development needs, which were both at the high level. The researcher recommends that stakeholders in Saudi Arabia and the Gulf countries should develop appropriate and effective early intervention programs like the ones offered at the DCA centers, which will contribute to enhancing the quality of education for providers and their students with disabilities, including preschoolers with MSD. / Department of Special Education