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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.
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]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Years in the Classroom: Association Between Teaching Experience and Teacher Competence in Early Childhood Education in Japan and South Korea.
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  Data: <searchLink fieldCode="AR" term="%22Yang%2C+Hyunwoo%22">Yang, Hyunwoo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hwyang@cuhk.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Gong%2C+Jing+Joann%22">Gong, Jing Joann</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2025, Vol. 36 Issue 5, p1046-1065. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/10409289.2025.2484851
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 20
        StartPage: 1046
    Subjects:
      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Early childhood educators
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Teaching experience
        Type: general
      – SubjectFull: Child development
        Type: general
    Titles:
      – TitleFull: Years in the Classroom: Association Between Teaching Experience and Teacher Competence in Early Childhood Education in Japan and South Korea.
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            NameFull: Yang, Hyunwoo
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            NameFull: Gong, Jing Joann
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              M: 07
              Text: Jul2025
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              Y: 2025
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              Value: 36
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            – TitleFull: Early Education & Development
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