Support Systems for Young ECEC Teachers Developing their Professional Identity : Linking Pre-Service and In-Service Education

2016 Fiscal Year Final Research Report

• Project/Area Number: 26381102
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: Tokyo City University
• Principal Investigator: NAITO Tomomi 東京都市大学, 人間科学部, 教授 (10308330)
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: 保育者養成 / 現職教育 / 移行期 / ファーストステージ・クライシス / 評価（アセスメント） / 振り返り

Outline of Final Research Achievements

In order to enhance the quality of ECEC, promoting professional qualifications for ECEC teachers is essential. However young ECEC teachers(1-3 years of experiences) suffer from anxiety and lose self-confidence and leave the field early.It is referred to as "First Stage Crisis"for ECEC teachers.
This study aims to understand the characteristics of " First Stage Crisis" and identify its cause. This study focused on three aspects; 1) Persistent training programs for ECEC teachers in their transition period from novice to expert, 2) Development of ECEC teacher identity as a professional ECEC practitioner, 3) Implementation of effective support system for ECEC young teachers.
Results; Professional consultation such as mentoring encourages ECEC teachers to overcome their career crisis. ECEC teachers realize their professional growth through interactions with children. Promoting opportunities for them to recognize results of their work efforts is an effective way to enhance their motivation.

Free Research Field

幼児教育