Social Science and Human Research Bulletin

An appropriate practicum assessment framework can not only systematically identify preservice teachers’ levels of professional development and areas requiring further improvement, but also provide a structured basis for evaluating their professional performance across multiple dimensions of competence. In the context of early childhood education, these assessment dimensions should reflect the core professional competencies required of preschool teachers, including professional knowledge, curriculum and pedagogical practice, child care and guidance, learning environment and classroom management, parent–teacher communication and collaboration, inclusive and differentiated practice, professional ethics and responsibility, and reflective professional development. Establishing clear and observable assessment indicators for each dimension can facilitate a comprehensive evaluation of preservice teachers’ ability to integrate professional knowledge and practical skills within authentic early childhood education settings. Furthermore, such an assessment framework can provide teacher education institutions with systematic evidence for examining the extent to which their teacher preparation curricula, practicum experiences, and assessment practices are aligned with the professional competencies required in early childhood education settings. In the context of Taiwan, developing a multidimensional framework for assessing preschool teacher practicum performance may strengthen the connection between teacher preparation and professional practice, support preservice teachers’ professional development, and ultimately contribute to the quality and effectiveness of early childhood teacher education.

early childhood education, teacher education center, teacher education practicum, young children

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