Teacher professionalization to transform teacher practice in preschool education

Abstract

This paper addresses the need to enhance teacher practice in preschool education through effective professional development programs. It identifies areas for improvement in a Cuernavaca kindergarten, highlighting issues such as limited training, resource constraints, and inadequate feedback mechanisms. These deficiencies negatively impact educational quality and hinder holistic child development. The paper, a projection of the author’s doctoral research, proposes a comprehensive intervention strategy to support preschool teacher professionalization. This program emphasizes robust theoretical grounding, reflective practice techniques, personalized mentoring, gradual classroom integration, and formative evaluation. By addressing these key areas, the intervention aims to achieve the following positive outcomes: 1) Improved teaching practice; enhanced pedagogical skills, classroom management strategies, and knowledge application. 2) Quality educational programs; development of engaging and developmentally appropriate curricula. 3) Increased child learning; improved student engagement, participation, and academic achievement. 4) Active educational community; increased collaboration and support among teachers, parents, and administrators. The study emphasizes the importance of research in this area for its potential to elevate educational quality, foster teacher professionalization and guide future developments. The proposed intervention's feasibility and potential theoretical and practical contributions make it a valuable avenue for advancing preschool education and fostering successful child development.