This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.
|Commitee:||Beckett, Gulbahar, Pae, Hye|
|School:||University of Cincinnati|
|Department:||Curriculum & Instruction|
|School Location:||United States -- Ohio|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Early childhood education, Teacher education|
|Keywords:||Early childhood education, English as a foreign language, English as a second language, Interdisciplinary approach, Montessori education, Teacher professional development|
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