Effects of evidence-based professional development for preschool teachers in Albania

Sula, Gerda; Dutrévis, Marion; Crahay, Marcel

doi:10.1080/09575146.2019.1669537

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…The study participants consisted of 362 educators, predominantly female (97.8%) with a minority being male (2.2%), and an equivalent number of parents (N= 362), with the majority being female (77%) and the minority male (23%). This gender distribution in the sample of educators reflects the cultural context of Albania, where preschool education has traditionally been a female-dominated profession (Sula et al, 2019). Culturally, Albania, like many other countries, has traditionally assigned caregiving roles to women, including those in early childhood education.…”

Section: Population -Sampling and Participantsmentioning

confidence: 93%

“…The pivotal role of parents in their children's ethical development is underscored by their representation as models, guiding children's behaviour [28] . The ethical teachings imparted by parents are contingent upon their personal ethical beliefs [41] . Moral modelling exhibited by parents is indicative of their children's morality, with this relationship being influenced by socialization processes such as adaptability, cohesion, and positive communication [6] .…”

Section: The Family's Role In Developing Ethical Values In Childrenmentioning

confidence: 99%

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Unveiling ethical challenges: An in-depth analysis of unethical behavior in Albanian preschool education

Sula,

Zahaj,

Bodinaku

2024

ESP

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Background: The study delves into the prevalence and severity of unethical behavior among educators and parents in Albanian early childhood education institutions, a topic previously unexplored. Objective: The research aims to identify the most common unethical behaviors among educators and parents, understand the primary determinants of unethical behavior in preschool settings, and provide recommendations for policy development in Albanian public preschools to improve ethical norms. Settings: The study was conducted in Albanian early childhood education institutions, focusing on both educators and parents as key stakeholders. Methods: A comprehensive analysis was undertaken, utilizing questionnaires administered to educators and parents, drawing on codes of ethical behavior and thematic analysis to identify and categorize unethical behaviors. Statistical analysis using SPSS was employed to derive insights from the data. Results: Findings revealed a notable discrepancy between educators' and parents' perceptions of unethical behavior, with guardians reporting higher frequencies of unethical conduct. The most prevalent unethical behaviors included unequal treatment of children, favoritism, and use of punishment by educators, while parents commonly violated norms such as disrespecting educators and encouraging physical aggression in children. Conclusion: The study underscores the importance of addressing unethical behavior in Albanian preschool settings through enhanced awareness, training, and policy interventions. Strategies to foster better communication between educators and parents, improve professional standards, and combat discrimination are imperative for creating a more ethical environment conducive to positive child development.

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Section: Population -Sampling and Participantsmentioning

confidence: 93%

Section: The Family's Role In Developing Ethical Values In Childrenmentioning

confidence: 99%

Unveiling ethical challenges: An in-depth analysis of unethical behavior in Albanian preschool education

Sula,

Zahaj,

Bodinaku

2024

ESP

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“…Collegial discussions, as a tool for collaborative peer learning, are often described as a key factor in terms of enhancing professional knowledge, development and learning (cf Sula, Dutrevis, and Crahay 2019;Nolan and Molla 2018). Various aspects of collaborative peer learning have been highlighted as essential in times of educational change (Hargreaves 2000).…”

Section: Introductionmentioning

confidence: 99%

Teaching as a new mission: Swedish preschool teachers’ collegial discussions

2021

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This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study's empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theorydriven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition to perform a pedagogical practice for the greater good of children and the professional tradition of preschool teachers and child minders working together in teams.

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Principals’ vision of social learning in school-age educare

Jonsson

2021

Early Years

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Effects of evidence-based professional development for preschool teachers in Albania

Cited by 4 publications

References 11 publications

Unveiling ethical challenges: An in-depth analysis of unethical behavior in Albanian preschool education

Unveiling ethical challenges: An in-depth analysis of unethical behavior in Albanian preschool education

Teaching as a new mission: Swedish preschool teachers’ collegial discussions

Principals’ vision of social learning in school-age educare

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