Development of a Training Program to Enhance Master’s Degree Students’ Engagement in Preschool Education Major in Yunnan Province, China
Keywords:
Perceived School Environment, Student’ Engagement, Training Program, Preschool Education Major, Master’s Degree in Preschool EducationAbstract
The research aimed to address the training results that are inconsistent with the reality of the employer, which can precisely be remedied by teacher training. The results of the research found that teachers expect training integrated into daily teaching work and closely linked to practice. The study sought to answer the central question the influenced factors of the development of preschool masters’ degree students, the current student outcome of training master's degree students in preschool education in Yunnan Province, the perceived school environment and student engagement impact their student development for preschool education master's degree students in Yunnan Province, and the training program for enhancing the pre-service teacher competencies for masters’ degree in preschool education in Yunnan Province. To achieve this, a mixed-method approach was employed, utilizing primary method for data collection, such as interviews and surveys conducted on a sample of 414 for surveys and 12 interviews. The data were collected from 2023 to 2024 and analyzed using statistical analysis and thematic analysis. The findings show that the exposure to different pedagogical methods and child psychology helps pupils to implement teaching methods based on evidence that cover to the holistic requirements of young learners. Additionally, the interdisciplinary research that assess psychology, neuroscience, and education assist appreciate the complications of ECE learning, making them for different roles in practice and academia. Based on the findings, it is concluded that when constructing the higher education environment, it is imperative to establish a clear environmental orientation and gain a profound understanding of how specific environmental factors influence various types of student engagement behaviors.
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