SOME THEORETICAL ISSUES ON DEVELOPING THE CURRICULUM FOR EARLY CHILDHOOD TEACHER TRAINING AT UNIVERSITIES ORIENTED TOWARDS APPLIED PROFESSIONAL PRACTICE
DOI:
https://doi.org/10.51453/2354-1431/2024/1254Keywords:
Curriculum, Early childhood teacher, University of Education, Applied professional practiceAbstract
The development of training curriculum plays a crucial role in improving the quality of education at universities. This study provides an overview of the fundamental theoretical issues surrounding the development of early childhood teacher training curricula oriented towards applied professional practice. Through theoretical research methods such as analysis, synthesis, and generalization, it is shown that curricula oriented towards applied professional practice are developed based on surveys of early childhood education institutions, assessments of training needs, and the establishment of professional and competency profiles for workers. The curriculum development process involves the participation of stakeholders, including early childhood education employers, scholars, alumni, lecturers, and students. The research outcomes serve as a reference for policymakers and administrators in shaping educational strategies at universities today.
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