The Role of Reflective Practice in Enhancing the Impact of In-Service Training on ECE Teachers

Abstract

The Early Learning Initiative's continuous professional development (CPD) program serves as a pertinent example. This initiative incorporated reflective practice modules, enabling early childhood care and education practitioners to critically assess their teaching methods and align them with contemporary educational frameworks. Early Childhood Education level is beneficial to children's balanced Social, Mental, Physical, and Cognitive development. Given the importance and effectiveness of ECE, all governments prioritize ECE level programs.  In-service training is essential for in-service teachers to deal with new challenges and advancements in the educational field. The purpose of this study is to look into the impact of in-service teacher training on teacher performance at the ECE level, as well as the implementation of in-service teacher training programs in Tehsil Chakwal. The study concentrated on in-service instructors and ECE students. The key goals of the study were to look into the impact of teacher performance and the implementation program in Tehsil Chakwal. The study's population includes all early childhood educators from Tehsil Chakwal's government schools, that is 322. To gather samples from ECEs in Tehsil Chakwal, basic random sampling was used, utilizing a questionnaire as a tool instrument. The equipment was self-designed to meet the research requirements. As a sample, 175 ECEs from government schools were selected. The data was analysed using the Statistical Package for Social Sciences (SPSS). The Social Sciences founded a descriptive technique. To calculate percentages and regressions, SPSS was used. The study revealed that trained teachers have better rapport with children as compared to untrained teachers. Trained teachers are more satisfied than untrained teachers. ECE training has improved teachers’ performances and the enrollment of children. Moreover, It contributes to the reduction of dropouts and repeaters at the ECE level.