Taiwanese early childhood educators' professional development

摘要

This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was 'How do early childhood educators construe their professional development experience?' Seven Taiwanese early childhood educators participated in this study. In-depth interviews were conducted to collect data. Through the description of participants' experiences, it can be said that, for Taiwanese early childhood educators, professional development means those processes that facilitate personal and professional growth in their own self-concept and self-esteem, in working with young children and parents, and in their teaching practices.