Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence
Abstract
Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring.
Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program.
Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively.
Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence.
Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Full text article
References
Avalos, B. (2021). Teacher professional development in teaching and teacher education. Teaching and Teacher Education, 98, 103250. https://doi.org/10.1016/j.tate.2020.103250
Banks, S., Hart, A., Pahl, K., & Ward, P. (2021). Co-producing knowledge: A community-based approach. Community Development Journal, 56(3), 409–427. https://doi.org/10.1093/cdj/bsaa034
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education. Educational Technology Research and Development, 69(1), 1–24. https://doi.org/10.1007/s11423-020-09817-7
Bringle, R. G., & Hatcher, J. A. (2021). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 27(1), 1–15.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., & MacMillan, H. (2022). Nurturing care: Promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., & Grantham-McGregor, S. (2021). Early childhood development coming of age. The Lancet, 389(10064), 77–90. https://doi.org/10.1016/S0140-6736(16)31389-7
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021). Implications for educational practice. Applied Developmental Science, 25(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Desimone, L. M., & Garet, M. S. (2020). Best practices in professional development. Phi Delta Kappan, 92(6), 68–71. https://doi.org/10.1177/003172171009200616
Dunleavy, P., Margetts, H., Bastow, S., & Tinkler, J. (2020). Digital era governance. Oxford University Press.
Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2020). Impact of in-service professional development. Educational Research Review, 29, 100309. https://doi.org/10.1016/j.edurev.2019.100309
Eyler, J. (2020). The power of experiential education. Stylus Publishing.
Fleer, M. (2021). Conceptual playworlds in early childhood education. Learning, Culture and Social Interaction, 29, 100450. https://doi.org/10.1016/j.lcsi.2021.100450
Furco, A. (2021). Service-learning: A balanced approach. Advances in Service-Learning Research, 5(1), 23–45.
Garvis, S., & Pendergast, D. (2022). Early childhood teacher education. Asia-Pacific Journal of Teacher Education, 50(2), 1–15.
Gil-Garcia, J. R., Dawes, S. S., & Pardo, T. A. (2021). Digital government and public management. Public Administration Review, 81(2), 1–12. https://doi.org/10.1111/puar.13300
Greenwood, D. J., & Levin, M. (2021). Introduction to action research. Sage Publications.
Heeks, R. (2022). Information and communication technologies for development. Routledge.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2020). Mentoring beginning teachers. Teaching and Teacher Education, 25(1), 207–216.
Hudson, P. (2021). Mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 10(1), 1–15.
Ingersoll, R. M., & Strong, M. (2021). The impact of induction and mentoring programs. Review of Educational Research, 81(2), 201–233.
Jacoby, B. (2021). Service-learning essentials. Jossey-Bass.
Kim, J., & Park, M. (2022). Early childhood pedagogy. Early Childhood Education Journal, 50(3), 1–10.
Kleine, D. (2021). Technologies of choice? MIT Press.
Kolb, D. A. (2021). Experiential learning. Pearson Education.
Kraft, M. A., Blazar, D., & Hogan, D. (2020). The effect of teacher coaching. Educational Researcher, 47(8), 547–588.
Lave, J., & Wenger, E. (2021). Situated learning. Cambridge University Press.
Laverack, G. (2021). Community-based health promotion. Health Promotion International, 36(1), 1–10.
Ledwith, M. (2020). Community development in action. Policy Press.
Minkler, M. (2020). Community-based participatory research. Jossey-Bass.
Opfer, V. D., & Pedder, D. (2020). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.
Redecker, C. (2022). Digital competence framework. European Commission.
Selwyn, N. (2021). Education and technology. Bloomsbury.
Sheridan, S. M., et al. (2022). Family-school partnerships. Educational Psychologist, 57(2), 1–18.
Slot, P. L., et al. (2022). Teacher quality in early childhood education. Developmental Psychology, 58(3), 1–15.
Trust, T., & Whalen, J. (2021). K-12 teachers’ experiences. Journal of Technology and Teacher Education, 29(1), 137–146.
Wallerstein, N., et al. (2020). Community-based participatory research. American Journal of Public Health, 110(S2), S128–S135.
Wenger-Trayner, E., & Wenger-Trayner, B. (2020). Communities of practice. Social Learning Lab.
Zeichner, K. (2021). Rethinking teacher education. Journal of Teacher Education, 72(1), 1–15.
Authors
Copyright (c) 2026 Elis Komalasari, Jhoni Warmansyah, Restu Yuningsih, Meliana Sari, Resti Yulia, Angraini Daboti, Noor Annis Azwin Binti Fakaruddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.