Exploring The Impact Of Professional Development Programs On Early Childhood Education Teachers’ English Pedagogical Practices: A Comparative Study

Abstract

Every day brings new challenges for language teachers. In response, they strive to incorporate the most suitable learning theory, strategy, technology, resources and aids into their lessons to help their students develop contextualised knowledge. Doing so allowed him to think about problems and difficulties and find solutions by combining his expertise with his peers. Because of this, they can draw on both their own and their colleagues' experiences. The researcher performs this repeatedly so the researcher can overcome social and psychological barriers and thrive in classrooms, which is particularly important when teaching a second or foreign language. One reason they did this was to help his students learn a new language. To do this, they follow the study's results as a roadmap while also conducting his research, reading relevant scholarly articles, or attending job-specific training. A teacher who engages in reflective practice brings to the classroom not just their expertise but also all of their prior learning, practical experience, and relevant theoretical frameworks. A language instructor keeps tabs on their students' responses in class, analyses the data, and then uses it to guide their instruction and help their students improve their language skills. After some self-reflection, the educator decides that the previously selected theory needs some kind of adjustment or revision. A classroom might be likened to a laboratory in this regard as it was the place where theoretical knowledge about teaching was put into action. While keeping an eye on their pupils' answers, teachers were also collecting data.