Professional development experiences and expectations for early childhood teachers in Kosovo

Abstract

The work of educators (early childhood teachers) with children in pre-schools, carried out through many learning and educational activities, is an important but quite complex process. This study focuses on professional development for educators that targets challenges in working with children, and aims to enhance their performance based on education policies in pre-schools. This article therefore analyses the perceptions of educators and pre-school managers about the importance of systematic professional development for improving educators’ performance, as regulated by standard 5 of the General Standards of Pre-school Education in Kosovo (ages 3-6) (MEST, 2006). The research is based on data collected through quantitative surveys with educators (N=113) and interviews with 6 pre-school directors. By identifying the importance of professional development for standards in pre-school education, impact will be achieved by raising awareness among staff within pre-schools about improving their performance and achieving successful outcomes for children