Professional development experiences and expectations for early childhood teachers in Kosovo
Arbërore Bicaj and Violeta Buza
AAB College, Kosovo
The work of educators (early childhood teachers) with children in pre-schools, carried out through many learning and educational activities, is an important but quite complex process. This study focuses on professional development for educators that targets challenges in working with children, and aims to enhance their performance based on education policies in pre-schools. This article therefore analyses the perceptions of educators and pre-school managers about the importance of systematic professional development for improving educators' performance, as regulated by standard 5 of the General Standards of Pre-school Education in Kosovo (ages 3-6) (MEST, 2006). The research is based on data collected through quantitative surveys with educators (N=113) and interviews with 6 pre-school directors. By identifying the importance of professional development for standards in pre-school education, impact will be achieved by raising awareness among staff within pre-schools about improving their performance and achieving successful outcomes for children.
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|Authors: Arbërore Bicaj completed her doctoral studies in the field of education, specifically in the field of teacher professional development. She has also conducted research on the implementation of the Bologna objectives at the University of Prishtina. She is currently Assistant Professor at AAB College, Prishtina, Kosovo.|
Violeta Buza completed her doctoral studies in pedagogy, specifically in the field of applying formative assessment in schools. She is currently Assistant Professor at AAB College, Prishtina, Kosovo, and teaches courses on the theory of learning and practical work, special education, teaching methodology, and the school and the family.
Please cite as: Bicaj, A. & Buza, V. (2020). Professional development experiences and expectations for early childhood teachers in Kosovo. Issues in Educational Research, 30(4), 1221-1244. http://www.iier.org.au/iier30/bicaj.pdf