Identifying domains of ideas to influence early childhood teachers' beliefs in globalisation: a mixed-method study

In the age of globalisation, it has been understood that teachers' beliefs revolve between old-new and local-foreign ideas of teaching and learning. The purpose of this study is to identify the domains of the various ideas that influence teachers' beliefs in globalisation, compare them to...

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Bibliographic Details
Published in:Early child development and care 2013-02, Vol.183 (2), p.247-264
Main Authors: Tzuo, Pei-Wen, Tan, Liang See, Yang, Chien-Hui
Format: Article
Language:English
Subjects:
Advocacy
belief and practice
Comparative Analysis
early childhood
Early Childhood Education
Elementary School Teachers
Factor Analysis
Foreign Countries
Global Approach
Instruction
Learning
Measures (Individuals)
mixed methods
Mixed Methods Research
Preschool Teachers
Professional training
Qualitative Research
Questionnaires
Singapore
Statistical Analysis
Teacher Attitudes
Teacher Background
Teacher Education
Teacher Surveys
Teachers
Teaching
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Summary:In the age of globalisation, it has been understood that teachers' beliefs revolve between old-new and local-foreign ideas of teaching and learning. The purpose of this study is to identify the domains of the various ideas that influence teachers' beliefs in globalisation, compare them to the strengths of influence, and explore the meanings of influence. A mixed-methods research methodology is adopted to use both quantitative and qualitative analysis to triangulate the findings. In total, 216 early childhood teachers in Singapore participated. The findings identify four domains of clustered ideas: pedagogy and advocacy, school, personal, and global. We discuss the findings and suggest an integrated teacher education programme to promote teachers' recursive thinking between old-new and local-foreign ideas in globalisation.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2012.671814