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Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
early childhood educators early childhood education evaluation criteria sources of information

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

Sergio Sepúlveda-Vallejos , Alejandro Almonacid-Fierro , María Isabel Cifo , Andrew Philominraj

Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, r.

T

Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.

Keywords: Early childhood educators, early childhood education, evaluation criteria, sources of information.

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