Pre-service And In-service Teachers' Beliefs About Early Childhood Curriculum

This study examined the similarities and differences between pre-service teachers and in-service teachers' beliefs, and association between teachers' personal, professional, and socio-culcural factors and curriculum beliefs.170 pre-service teachers at the beginning of teacher education program , 302 pre-service teachers at the end of teacher education program, and 253 in-service teachers completed and the Teachers' Background Information Questionnaire. 50 pre-service teachers wear analysized by their journals, 40 in-service teacher wear interviewed in depth.Principal components analyese revealed 3 reliable factors for each groups. There are with similar structures for each groups. However, a multiple companion indicated significant differences in teachers level of endorsement of specific beliefs. In general, three groups all endorse social, integrated, child-initiated beliefs, whereas pre-service teachers were more likely to endorse folk beliefs, in-service teachers were more likely endorse teacher-directed beliefs.Teachers' experiences about learners, teacher education program, teaching practices were significantly associated with techers' beliefs. For in-service teachers, the level of general education, the types of kindergarten, the class sizes were not significantly associated with their beliefs. Only the years of teaching practice were significantly associated with their beliefs. Besides these, the National guide was an important factor to influence in-service teachers curriculum beliefs.