Assessing and Reflecting on the Professional Teaching Competencies of Preschool Teacher Trainees

Abstract

The level of teaching skills is a key factor influencing the professional development of preschool teacher trainees. This study examines 519 preschool teacher trainees based on the Teaching Skills Competition for Teacher Education Graduates in Henan Province. Utilizing questionnaires and interviews, the findings reveal that the trainees’ professional skills are generally low, influenced by factors such as gender, grade, home address, scholarships, and enrollment choices. To address these issues, this paper offers four recommendations to enhance the teaching skills of preschool teacher trainees: improving the curriculum, enriching internship opportunities, creating more skill development platforms, and strengthening professional identity.