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All Journal Jurnal Pendidikan Bahasa Inggris Lingua Scientia JEES (Journal of English Educators Society) Religious: Jurnal Studi Agama-Agama dan Lintas Budaya ejurnal imedtech Jurnal Bahasa Lingua Scientia ELLITE: Journal of English Language, Literature, and Teaching LUNAR: Journal of Language and Art Yavana Bhasha : Journal of English Language Education English Language Teaching Prima Journal (ELT) Studies in Learning and Teaching Journal of English Education Program (JEEP) Widyadewata: Jurnal Balai Diklat Keagamaan Denpasar Yavana Bhasha: Journal of English Language Education Journal of Contemporary Gender and Child Studies
Made Wahyu Mahendra .
Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Studies in Learning and Teaching

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Comparative Paradigms in Early Childhood Educator Professional Development: Systematic Review and Implications for Indonesia Lestiawati, I Made; Wiranata, I Gusti Lanang Agung; Mahendra, Made Wahyu
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.752

Abstract

This study explores different methods of the professional development (PD) of early childhood educators (ECEs) across various countries and assesses their relevance for Indonesia. Guided by PRISMA, a systematic review synthesizes 20 international and national publications from 2014 to 2025. Four main themes emerged: global trends in ECE teacher professionalism, PD models and strategies, shifts toward transformative approaches, and contextual implications for Indonesia. The findings indicate that effective PD worldwide emphasizes ongoing coaching, collaborative learning communities, reflective practices, and the integration of digital technologies. Countries such as Finland, Singapore, Japan, Canada, and Kenya show strong systemic links between policy frameworks, teacher induction, continuous professional development, and career pathways. Based on these insights, Indonesia could adopt a hybrid model that combines top-down policy support with bottom-up, teacher-led initiatives, supported by digital platforms, professional learning networks, and child-centered reflective practices. The study underscores the importance of coherent policy design, equitable access to PD, and structured career pathways in enhancing ECE teacher professionalism. Future research should use empirical methods to evaluate hybrid PD models and examine their long-term impact on teaching quality and child outcomes.
Co-Authors Angela Gressensia Astika Laia Br Tarigan, Merry Susanty Christine Permata Sari, Christine Permata Claudia, Sarah Damayanti, Elok Dewi, Ni Putu Ratna Puspita Dikta, Putu Gede Asnawa Gressensia, Angela I Gede Budasi I Made Iwan Indrawan Jendra I Made Yogi Marantika Ida Bagus Subrahmaniam Saitya Kadek Ayu Ekasani Kadek Dwi Sentana Keramas, I Dewa Gede Agung Aditya Komang, Trisna Dewi Kusumadewi, Luh Putu Okta Laia, Astika Lestiawati, I Made Made Yudiantara Risadi Mahardika, I Gusti Ngurah Agung Wijaya Marantika, I Made Yogi Maria Sihombing Maria Sihombing Merry Susanty Br Tarigan Ni Luh Kadek Utami Mega Ni Made Ratminingsih Ni Putu Cahyani Putri Utami Ni Putu Ratna Puspita Dewi Nurkamilah, Nurkamilah Putri Utami, Ni Putu Cahyani Putu Sabda Jayendra Sadewi, Ni Ketut Asta Denny Sarah Claudia Sari, Ni Luh Gede Nanda Paramita Sarsini, Kadek Jeniari Suhardiana, I Putu Andre Wayan Thia Cahyani Wiranata, I Gusti Lanang Agung