This study examines the impact of learner characteristics and training methodologies on the effectiveness of pre-service teacher training programs in early childhood education. Conducted at a university, the research employed a quantitative approach, analyzing how learner motivation, training satisfaction, and confidence in applying skills influence training outcomes. Through structured online questionnaires administered to pre-service preschool teachers, data were collected and analyzed using both descriptive and inferential statistics. Key findings reveal that training satisfaction and confidence in applying skills significantly enhance the perceived effectiveness of training, while the impact of motivation was less pronounced than expected. These results suggest the importance of incorporating elements that boost trainee satisfaction and self-efficacy into training programs to improve early childhood education outcomes. Future research should consider longitudinal studies and a broader demographic to validate and expand upon these findings.
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(Ying & Luen, 2024)
Ying, L., & Luen, L. C. (2024). Exploring Effective Pre-Service Teacher Training Methods: An Analysis Based on Learner Motivation and Experience. International Journal of Academic Research in Business and Social Sciences, 14(8), 2582–2593.
Copyright: © 2024 The Author(s)
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