Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)

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Supporting Professional Development of Preschool Teachers Through Transcript-based Lesson Analysis (tbla)

Authors
Turtogtokh Batkhuyag1, *, Tuvshinlkhagva Nyamlkhagva1, Tuya Legden1, Jugdernamjil Khurelkhuu1
1School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia
*Corresponding author. Email: turtogtokh@msue.edu.mn
Corresponding Author
Turtogtokh Batkhuyag
Available Online 23 February 2024.
DOI
10.2991/978-94-6463-382-5_11How to use a DOI?
Keywords
Early childhood teacher; Teacher professional development; Questioning skill; Bloom taxonomy; TBLA approach
Abstract

The article presents a literature review analysis of effective teacher professional development and a pilot test on teachers’ questioning skills using Bloom’s taxonomy to support young children’s cognitive and language development. The study examines the status of effective teacher professional development and the challenges in developing and posing questions that support children’s cognitive and language development. The study highlights the importance of effective teacher professional development in supporting young children’s cognitive and language development. A systematic review of 304 articles resulted in the selection of 108 studies for further analysis. We used VoS Viewer to identify clusters. A pilot test was conducted among teachers from four kindergartens using the TBLA approach to examine their ability to formulate questions and support children’s thinking and speaking in three phases. The result of the pilot study indicates an improvement in the teachers’ ability to develop questions that support children’s thinking.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
23 February 2024
ISBN
10.2991/978-94-6463-382-5_11
ISSN
2667-128X
DOI
10.2991/978-94-6463-382-5_11How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Turtogtokh Batkhuyag
AU  - Tuvshinlkhagva Nyamlkhagva
AU  - Tuya Legden
AU  - Jugdernamjil Khurelkhuu
PY  - 2024
DA  - 2024/02/23
TI  - Supporting Professional Development of Preschool Teachers Through Transcript-based Lesson Analysis (tbla)
BT  - Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)
PB  - Atlantis Press
SP  - 74
EP  - 79
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-382-5_11
DO  - 10.2991/978-94-6463-382-5_11
ID  - Batkhuyag2024
ER  -