ISSN: 2226-6348
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This study explored the impact of professional development on educators in early childhood education. Professional development is essential for successful educational innovations, compelling educators to engage in continuous learning to adapt to system changes. However, challenges arise when the emphasis on participation is exaggerated, as educators may not always perceive it as an opportunity for improvement. This perception stems from standardised programs that fail to address specific needs, reduce their effectiveness in enhancing practices, and employ questionnaires and focus group discussions with seven educators from a private sector preschool. This study, which was qualitative in nature explored three dimensions of professional development among early childhood education teachers which includes impact on teaching practices, perceptions of effective professional development, and challenges related to educators' professional development. Findings from this study highlights the need for tailored professional development programs and adequate support to ensure sustainable improvements in teaching practices, emphasizing the importance of addressing educators' specific needs and providing ongoing support to maximize the benefits of professional development. By focusing on personalized approaches and follow-up mechanisms, educational institutions can enhance the effectiveness of professional development initiatives and ultimately improve the quality of early childhood education.
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