Years in the Classroom: Association Between Teaching Experience and Teacher Competence in Early Childhood Education in Japan and South Korea.
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| Title: | Years in the Classroom: Association Between Teaching Experience and Teacher Competence in Early Childhood Education in Japan and South Korea. |
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| Authors: | Yang, Hyunwoo1 (AUTHOR) hwyang@cuhk.edu.hk, Gong, Jing Joann2 (AUTHOR) |
| Source: | Early Education & Development. Jul2025, Vol. 36 Issue 5, p1046-1065. 20p. |
| Subject Terms: | *Early childhood teachers, *Early childhood educators, *Early childhood education, *Teaching experience, *Child development |
| Abstract: | Research Findings: Using self-reported data from the 2018 Starting Strong Teaching and Learning International Survey, the study examines how the teaching experience of early childhood educators in Japan and South Korea affects their competence in facilitating learning and supporting socio-emotional development, as well as their self-efficacy in fostering child development. The results indicate that teaching experience significantly enhances learning facilitation and self-efficacy but has no influence on socio-emotional support. The initial 3 years emerge as crucial for developing these competencies. Practice or Policy: The findings suggest the value of teaching experience as a quality indicator and the importance of targeted professional development in educators' early career stages. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Research Findings: Using self-reported data from the 2018 Starting Strong Teaching and Learning International Survey, the study examines how the teaching experience of early childhood educators in Japan and South Korea affects their competence in facilitating learning and supporting socio-emotional development, as well as their self-efficacy in fostering child development. The results indicate that teaching experience significantly enhances learning facilitation and self-efficacy but has no influence on socio-emotional support. The initial 3 years emerge as crucial for developing these competencies. Practice or Policy: The findings suggest the value of teaching experience as a quality indicator and the importance of targeted professional development in educators' early career stages. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10409289 |
| DOI: | 10.1080/10409289.2025.2484851 |
