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The Road to Quality in the Theory
and Practice of Early Learning:
Identity of the Preschool Teacher
Profession
Anka Jurčević – Lozančić
Faculty of Teacher Education, University of Zagreb
Abstract
The profession of preschool teachers is extremely complex, requiring high professional
awareness, continuous research of educational practice, responsibility, ethics, creativity,
continuous reflective judgement, and it is almost impossible to achieve professional
advancement without lifelong learning and professional development. The study,
the results of which are presented in this paper, was conducted in order to determine
the attitudes of preschool teachers towards the need and importance of their further
professional development in relation to some socio-demographic factors (the current
initial training of preschool teachers, age, years of work experience, the number and
size of the preschool institutions located in a town or a village). This study included
573 preschool teachers from Zagreb, Karlovac, Međimurje, Bjelovar-Bilogora, and
Virovitica-Podravina counties. The results of this study show that with respect to
age, the existing level of initial education and years of work experience of preschool
teachers, a statistically significant difference was obtained only regarding the first of
the five items in total (Knowledge acquired during my study has significantly improved
my theoretical expertise). The values of descriptive statistics indicate that the existing
initial education has more or less met their theoretical and practical expectations in
terms of the acquisition of overall knowledge.
Key words: attitudes of preschool teachers; early childhood education; lifelong
learning; quality of theory and practice.
Introduction
Today, substantiated with strong arguments, we can speak of the importance of
contemporary paradigms of education of preschool teachers, which are not recognized
Croatian Journal of Education
Vol.17; Sp.Ed.No.1/2015: pages: 125-135
Preliminary communication
Paper submitted: 11th March 2014
Paper accepted: 3rd April 2014
doi: 10.15516/cje.v17i0.1553
Jurčević – Lozančić: e Road to Quality in the eory and Practice of Early Learning: Identity ...
126
in the traditional didactic and methodological training. Rather, their importance
lies in empowering the creative potential of preschool teachers, encouraging critical
and reflective thought, training for team reflection and evaluation of the educational
process (Ray, 1996; Keeley, 2007; Moyles, 2007; Krstović, 2009). Therefore, the
preparation of preschool educators for profession in the field of education is an open
and an on-going process during which professional knowledge is examined, revised
and gradually built through continuous research of pedagogical practices. In other
words, quality education is the cornerstone on which lifelong learning is founded
and which, as emphasized by Delors (1998), directs and encourages lifelong learning.
New paradigms in lifelong learning and education of preschool teachers emphasize
that a reflective approach to practice presupposes access to reflection of one’s own
procedures with the aim of further professional development and advancement,
which contributes to the continuous improvement of the quality of work because it
paves the way not only for the strengthening of professional knowledge and attitudes,
but also for changing personal values and beliefs (Elliott, 1998; Dahlberg, Moss &
Pence, 2003; Liessmann, 2008). Therefore, the preparation of preschool teachers for
their future profession is an open and an on-going process in which professional
knowledge is examined, revised and gradually upgraded through continuous research
of pedagogical practices. In other words, quality initial teacher training contributes
to the creation of knowledge and competencies necessary to manage complex and
unpredictable situations within pedagogical practices. In this context, it is necessary
to enable the students of preschool education studies to develop their professional
and generic competencies that can be instrumental (cognitive, methodological,
technological and linguistic), interpersonal (social skills) and systematic (the ability to
apply knowledge in practice, the ability to adapt to new situations, the ability to work
independently, etc.) (Delors, 1998; Keeley, 2007; Slunjski, 2011). Of course, significant
skills and abilities that are included in the body of the required competencies of
preschool teachers are related to their willingness to learn continuously, not only
through formal education, but also during informal and non-formal education.
An intrinsically motivated professional tends to achieve self-actualization through
personal and professional development, works on professional integrity, develops and
strengthens those competencies that generate the optimum conditions for learning,
teaching and quality life of a child of early childhood and preschool age (Šagud &
Jurčević-Lozančić, 2012; Saracho & Spodek, 2013).
Therefore, it is reasonable to ask the question: “Does the current university education
of preschool teachers in Croatia develop these competencies?” Without going into
a deeper analysis of the existing early childhood and preschool education studies,
it is our opinion that the development of professional and generic competencies of
the future preschool teachers should be based on work with toddlers and preschool
children, the organization and structure of the institution of early childhood
education, the techniques of observation and documentation of children’s activities,
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Croatian Journal of Education,
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, pages: 125-135
the research and development of educational practice, the research and development
of the curriculum, and so on. This means that even in the very name of some
university courses it should be visible that their practice focuses on early childhood
and preschool education and its essence, i.e. toddlers and preschool children. Every
child is a humane, reasonable and active being, so it is necessary to focus on all aspects
of his/her development and education, to respect their rights, personal integrity
and individual pace of development and to create the optimum conditions for their
education and development of their full potential (Barth, 2004; Curtis & Carter, 2008;
Slunjski, 2011). This implies that the educational work performed in institutions of
early childhood and preschool education is designed in such a way that the child is
viewed as a complete and open individual, always taking into consideration their
individual peculiarities, abilities and interests. It is, therefore, necessary that the
various areas of education should be integrated in the process of formal education of
educators. In order to see and really understand the way a child explores and learns, it
is necessary to build a theory based on everyday practice. This implies that the theory
and practice form a dialectical unity (Elliott, 1998; Senge, 2001; Morin, 2002; Cadwell,
2003) or, as outlined in literature, interdependence and cohesion.
Research
The aim of the research is to determine whether there are differences in the
preschool teachers’ attitudes towards the theoretical and practical knowledge, with
special attention paid to their age, initial training and years of work experience.
In accordance with this research objective and based on the analysis of literature,
the following hypotheses have been formed:
H1. The preschool teachers’ attitudes towards the acquired theoretical and practical
knowledge do not differ with respect to their age.
H2. The preschool teachers’ attitudes towards the acquired theoretical and practical
knowledge do not differ with respect to the current level of initial education.
H3. The preschool teachers’ attitudes towards the acquired theoretical and practical
knowledge do not differ with respect to their years of work experience.
For the purpose of this research a questionnaire on preschool teachers’ attitudes
towards lifelong learning (Jurčević Lozančić, 2014) was designed. It is a modification
of the measuring instrument (according to Ljubetić, 2009) adapted for the purposes
of this research. At the beginning of the questionnaire there were standardized
instructions on its completion in which the preschool teachers were instructed to
respond honestly to the questions. They were informed that there were no right or
wrong answers, and were told that the test is anonymous and the results would be
used for scientific purposes only.
In addition to the variables of socio-demographic characteristics, the questionnaire
consisted of 15 variables, and the task of the preschool teachers was to assess, on the
Likert scale from 1 to 5 points, the degree of their agreement: 1 - strongly disagree,
Jurčević – Lozančić: e Road to Quality in the eory and Practice of Early Learning: Identity ...
128
2 - disagree, 3 - I cannot decide, 4 - agree and 5 - strongly agree. In the first part
of the study the results obtained from the processing of the first five items of the
questionnaire, which tested the preschool teachers’ attitudes to initial education, will
be presented. In addition to descriptive indicators, within the framework of inferential
statistics for testing the differences between the subsamples we used ANOVA (and a
robust Welch test when the precondition of homogeneity of variance was not met).
The collected data was analysed using SPSS, ver.19.00.
Qualitative research was carried out and described in the second part of the study
in which the subjects responded to two open-ended questions and cited the reasons
why they decided to attend Preschool Education Studies.
The survey included 573 preschool teachers employed in 35 public and private
kindergartens in Zagreb, Karlovac, Međimurje, Bjelovar-Bilogora and Virovitica-
Podravina counties. The study was conducted during the year 2014.
The basic descriptive scale values are shown in Table 1.
Table 1
Basic descriptive values
N Min Max Mean Mode Std.
Deviation Skewness Kurtosis
Std.
Error
Std.
Error
Std.
Error
a1 573 1 5 3.81 .037 4 .896 -.972 .102 .773 .204
a2 573 1 5 2.52 .046 2 1.107 .644 .102 -.563 .204
a3 573 1 5 3.13 .047 4 1.134 -.089 .102 -.945 .204
a4 572 1 5 3.02 .049 4 1.175 -.038 .102 -1.204 .204
a5 573 1 5 2.51 .048 2 1.151 .559 .102 -.708 .204
Valid N
(listwise)
572
Table legend:
A1: Knowledge gained during my studies has significantly improved my theoretical expertise. A2:
The knowledge acquired during my studies prepared me for the unpredictability of the teaching practice. A3: The
contents of each subject were connected, which resulted in better understanding, and thus their usefulness and
application. A4: During my studies I was not encouraged to memorise and formally reproduce various unnecessary
facts. A5: During my studies I had enough concrete opportunity to express personal opinions, suggestions and views.
From the values of descriptive statistics presented in Table 1 it can be concluded
that the measures of central tendency are relatively high (especially positional mode
value as the measure of central tendency), which implies that the existing initial
training for educators has met their theoretical and practical expectations in terms
of the total acquisition of knowledge. However, as is evident from the data in Table
1, item A1 (Knowledge gained during my studies has significantly improved my
theoretical expertise) has the highest mean value, while item A5 (During college I
had enough concrete opportunities to present personal opinions and suggestions, and
attitudes) has the lowest mean value. Following the results obtained in this research
it is reasonable to ask the question: “Is the person adequately prepared for the future
world if during his/her education they are taught only what has been prescribed in
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, pages: 125-135
advance, without any possibility to choose, think or reason?” Does this mean that
current formal (initial) education does not provide enough concrete opportunities, as
demonstrated by the results of our research, for organization, reviewing of different
strategies of action and participation in the joint reflections with others? This is
the very issue detected in scientific research (Elliott, 1998; Senge, 2001; Liessmann,
2008; Saracho & Spodek, 2013), which also indicates that the acquired theoretical
knowledge often lacks synthesis, practicality and usability. Specifically, it is expected
that the teachers entering the educational practices would continue developing their
technical and professional competences and for this reason it is necessary to involve
the students at the level of initial professional education in various activities through
which they will actively participate in the deliberation, but also in the process of
changing the educational practice, and based on that foundation build their own
personal professional identity.
Results further indicate (Table 1) that due to the asymmetry of distribution there
is a moderate left distribution: A1, A3, A4 (negative) and right: A2, A5 (positive)
asymmetrical distributions, which is in line with the mean value . In fact, these are
moderately platykurtic distributions (except the particle A1 which is moderately
leptokurtic). The results listed in Table 1 show that the range of the responses is at its
maximum at all levels (1-5).
In the first hypothesis it was assumed that the preschool teachers’ attitudes towards
the acquired theoretical and practical knowledge do not differ with respect to their age.
The participants in the study were mostly female educators 99.3% (N=569), whereas
only 7% (N=4) were males. The age range of the respondents was 22 to 63 years, or
the average age (M=41.63 years, SD=10.58).
In order to test H1 ANOVA was used, and the results are shown in Table 2.
Table 2
ANOVA (preschool teachers’ attitudes with respect to their age)
Sum of Squares df Mean Square F Sig.
a1 Between Groups 47.410 41 1.156 1.492 .028*
Within Groups 411.609 531 .775
Total 459.019 572
a2 Between Groups 54.265 41 1.324 1.087 .333
Within Groups 646.755 531 1.218
Total 701.019 572
a3 Between Groups 66.451 41 1.621 1.287 .114
Within Groups 668.502 531 1.259
Total 734.953 572
a4 Between Groups 66.175 41 1.614 1.184 .206
Within Groups 722.529 530 1.363
Total 788.705 571
a5 Between Groups 71.930 41 1.754 1.360 .072
Within Groups 685.222 531 1.290
Total 757.152 572
*p<0.05
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130
Given the precondition of homogeneity of variance, caution is needed in drawing
conclusions because, as can be seen from Table 2, homogeneity has not been met
(Levene’s test, p≤0.05) in variables A1, A2 and A5. After examining the results presented
in Table 2 with a one-way analysis of variance, a statistically significant difference was
confirmed only for the first variable A1 (Knowledge gained during my studies has
significantly improved my theoretical expertise). This means that, with respect to their
age, the subjects differ only in the first variable, thus partly confirming H1.
The study also checked hypothesis H2, which assumed that the preschool teachers’
attitudes towards the acquired theoretical and practical knowledge do not differ with
respect to the current level of initial education. The largest number of preschool
teachers, that is 62.7% (N=358), completed a two-year study of preschool education,
21% (N=120) completed a three-year study of preschool education, 3.3% (N=19) of
preschool teachers completed a four-year study of preschool education, while only
9.1% (N=52) completed secondary school. The remaining 3.9% (N=22) of preschool
teachers completed various studies, for example, pedagogy, theology, primary school
teacher studies and are employed as substitutes.
For the purpose of testing H2 ANOVA was used, and the results are shown in Table 3.
Table 3
ANOVA (preschool teachers’ views considering initial education)
Sum of
Squares df Mean Square F Sig.
a1 Between Groups 14.713 4 3.678 4.701 .001*
Within Groups 442.860 566 .782
Total 457.573 570
a2 Between Groups 2.227 4 .557 .453 .771
Within Groups 696.330 566 1.230
Total 698.557 570
a3 Between Groups 2.243 4 .561 .434 .784
Within Groups 731.176 566 1.292
Total 733.419 570
a4 Between Groups 4.572 4 1.143 .826 .509
Within Groups 782.215 565 1.384
Total 786.788 569
a5 Between Groups 1.289 4 .322 .243 .914
Within Groups 751.425 566 1.328
Total 752.715 570
*p<0.05
With respect to the first variable, homogeneity was not met (Levene’s test, p≤0.05), so
for that variable (A1) a robust Welch test was applied (F=5.772; df2=66.966, sig.=0.000)
and is consistent with the results of the ANOVA.
As can be seen from the results presented in Table 3, a one-way analysis of
variance confirmed a statistically significant difference only for the first variable
(A1 Knowledge gained during my studies significantly improved my theoretical
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, pages: 125-135
expertise). Furthermore, given the value of the arithmetic mean of the first variable
A1 (M (high school)=3.67; M (studies 2 years)=3.74; M (studies 3 years)=4.10; M
(studies 4 years)=3.86), it is evident that educators who have completed higher levels
of education have higher initial assessment of the relevant variables. Based on the
results obtained in this study, the set H2 has been partially confirmed.
Furthermore, to test the hypothesis H3, according to which the preschool teachers’
views on the acquired theoretical and practical knowledge do not differ with respect
to years of work experience, ANOVA was used. Given the overall years of employment,
most educators have up to 5 years of service - 17.5% (N=100), there were 17.3%
(N=99) of those with 6-10 years of work experience, then those with 11 to 15 years -
17.3% (N=90), 16 to 20 years - 11.0% (N=63), 21 to 25 years - 11.3% (N=65), 26 to 30
years - 12.6% (N=72) and those with 31 years and more - 14.4% (N=82).
ANOVA results are shown in Table 4.
Table 4
ANOVA (preschool teachers’ views with regard to years of employment)
Sum of Squares df Mean Square F Sig.
a1 Between Groups 10.452 6 1.742 2.233 .039*
Within Groups 439.968 564 .780
Total 450.420 570
a2 Between Groups 2.889 6 .482 .393 .884
Within Groups 691.703 564 1.226
Total 694.592 570
a3 Between Groups 5.743 6 .957 .745 .613
Within Groups 724.428 564 1.284
Total 730.172 570
a4 Between Groups 2.146 6 .358 .258 .956
Within Groups 781.602 563 1.388
Total 783.747 569
a5 Between Groups 6.873 6 1.146 .864 .521
Within Groups 747.803 564 1.326
Total 754.676 570
*p<0.05
Since homogeneity was not met only for the first variable (Levene’s test, p≤0.05), for
that variable (A1) a robust Welch test (F=2.573; df2=237.684, sig.=0.020) was applied,
which coincides with the results of ANOVA.
As can be seen from the results presented in Table 4, pertaining to the years of work
experience, a statistically significant difference was confirmed with one-way analysis
of variance only for the first item (A1 Knowledge gained during my studies has
significantly improved my theoretical expertise) and this has partially confirmed H3.
In the second part of the study a qualitative approach was applied, with the
participants providing their responses to the open-ended statement: “Identify one or
two reasons why you decided to attend Preschool Education Studies”. The responses
were summarised and then grouped into the following categories:
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132
Love of children; desire to work with children; interest in the future profession
as preschool teachers: 68% (N=389) of subjects. Gaining knowledge and ability for
lifelong learning and continuing professional development: 28% (N=156) of subjects.
The contribution to child education and upbringing: 14% (N=78) of subjects. Work
and Leisure: 11% (N=56) subjects. I would not recommend Preschool Education
Studies: 6% (N=31) of subjects.
The analysis of the obtained responses has shown that preschool teachers usually
opt for intrinsic and altruistic motives and for these reasons emphasize their love for
children and personal desire to work with children, as well as interest in the future
profession as preschool teachers. The following category of selected responses is
represented by their perception of themselves and the possibility of lifelong learning
and continuing professional development, but also a personal contribution to socially
useful values of education. The results of this study are in accordance with the results
of previous studies which emphasize that lifelong learning at a professional as well as
at university level is imperative in the field of early childhood and preschool education
(Peeters, 2008). It is obvious (as the results of our research have shown) that the
perception of the profession in the field of education as a simple, intellectually and
emotionally engaging profession is changing into an extremely complex task, based
on the principles of autonomy, humanity, development and integrity.
Concluding Remarks
The starting point of this paper is the premise that emerges from practice and
scientific research, which highlights that professional development and further
training is an essential requirement, as well as the condition, for work in the profession
that fundamentally requires higher education. Of course, this is not just a long-term,
but also continuous, never-ending process of learning and advancement, both with
respect to personal and to professional development. Therefore, this study focused
on examining attitudes of the employed preschool teachers (N=573) towards their
initial education and further professional advancement. The results of the study have
important implications for further professionalization of the profession in the field
of education. The comparison of some of the preschool teachers’ attitudes showed
that preschool teachers express indecision in matters of initial education and further
advancement. Professional development of preschool teachers is a continuous process
which implies that the professional development is not viewed as a static process of
unchanging quality achieved once and for all, but as an ongoing process of deepening
personal vision and progress towards a new quality in the theory and practice of early
childhood education (Elliott, 1998; Cadwell, 2003; Dahlberg & Moss, 2005; Šagud,
Jurčević-Lozančić, 2012). There are many reasons that affect the unpredictability
of the development path of preschool teachers; for example, various social changes
(not always positive) and instability in all areas of social life, not just in education,
are the evident realities of modern life. The identity of the profession of preschool
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, pages: 125-135
teachers consists of their personal, expert and professional competencies that include
the willingness and openness to a redefinition and transformation of traditional
approaches to teaching and learning. For these reasons, we believe that it is necessary
to look deeper into theoretical approaches and perspectives of expert and professional
preparation of preschool teachers and reconceptualise and transform, and then re-
actualize the question of professional status of educators who, during lifelong learning
and education, consistently upgrade and improve their knowledge.
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Anka Jurčević - Lozančić
Faculty of Teacher Education, University of Zagreb
Savska cesta 77, 10000 Zagreb, Croatia
anka.jlozancic@ufzg.hr
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Croatian Journal of Education,
Vol.17; Sp.Ed.No.1/2015
, pages: 125-135
Put prema kvaliteti u teoriji i
praksi ranog odgoja: identitet
profesije odgojitelja
Sažetak
Odgojiteljska profesija iznimno je složena, zahtijeva visoku profesionalnu svijest,
kontinuirano istraživanje odgojno-obrazovne prakse, odgovornost, etičnost,
kreativnost, sposobnost stalne refleksivne prosudbe i gotovo je nemoguće zamisliti
napredovanje unutar profesije bez cjeloživotnoga učenja i profesionalnoga
usavršavanja. Istraživanje čiji rezultati slijede u ovom radu provedeno je s ciljem
utvrđivanja stajališta odgojitelja o potrebi i važnosti njihova cjeloživotnog učenja
i daljnjeg profesionalnog razvoja u odnosu na postojeće inicijalno obrazovanje
odgojitelja, njihovu životnu dob i godine radnog iskustva. U ovom istraživanju
sudjelovala su 573 odgojitelja Zagrebačke, Karlovačke, Međimurske, Bjelovarsko-
bilogorske i Virovitičko-podravske županije.Rezultati istraživanja pokazuju da je s
obzirom na životnu dob, postojeću razinu inicijalnog obrazovanja i godine radnog
iskustva odgojitelja od ukupno pet čestica dobivena statistički značajna razlika samo
na prvoj čestici(Znanja stečena tijekom mojega studiranja značajnosu unaprijedila
moju teorijsku stručnost). Iz vrijednosti deskriptivne statistike vidljivo je da postojeće
inicijalno obrazovanje relativno zadovoljavanjihova teorijska i praktična očekivanja
u smislu stjecanja ukupnog znanja.
Ključne riječi: cjeloživotno učenje; kvaliteta teorije i prakse; rani odgoj i obrazovanje;
stajališta odgojitelja.
