Comparative analysis of early childhood education teachers' professional development: the case of Denmark, Norway, Bosnia and Herzegovina, and Pakistan

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dc.contributor.authorYigit, Nur Banu
dc.contributor.authorAltiparmak Cengiz, Nida
dc.contributor.authorTonga Cabuk, Funda Eda
dc.contributor.authorTantekin Erden, Feyza
dc.date.accessioned2026-07-01T11:39:51Z
dc.date.available2026-07-01T11:39:51Z
dc.date.issued2025
dc.departmentDüzce Üniversitesi
dc.description.abstractThis study aims to compare the professional development of early childhood education teachers in four countries. Countries were selected based on TIMSS achievement and ECE participation rates: Denmark and Norway were selected for their high achievement and participation rates, while Bosnia and Herzegovina and Pakistan were selected for their low rates. Data were collected from primary sources using the PRISMA flow diagram. The analysis was conducted on teacher education, admission requirements, recruitment, continuous professional development, and service conditions. Findings show that countries with high TIMSS achievement have strong teacher education, comprehensive PD programs, and supportive policies. In contrast, teacher education and PD mechanisms are weak in countries with low achievement. There are particular differences in admission requirements: Denmark and Norway apply selective criteria, while in Bosnia and Herzegovina and Pakistan, a secondary education level is sufficient. The study emphasizes the importance of sustainable investment for teacher quality and student achievement.
dc.identifier.doi10.1080/13664530.2025.2579665
dc.identifier.issn1366-4530
dc.identifier.issn1747-5120
dc.identifier.orcid0000-0001-6060-1877
dc.identifier.orcid0000-0003-3350-9228
dc.identifier.scopus2-s2.0-105021922955
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1080/13664530.2025.2579665
dc.identifier.urihttps://hdl.handle.net/20.500.12684/23500
dc.identifier.wosWOS:001614734000001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofTeacher Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260623
dc.subjectEce Teacher Education
dc.subjectProfessional Development Of Teachers
dc.subjectTimss
dc.subjectComparative Educational Research
dc.titleComparative analysis of early childhood education teachers' professional development: the case of Denmark, Norway, Bosnia and Herzegovina, and Pakistan
dc.typeArticle

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