53
Views
36
Downloads
Open Access
From Insecurity to Agency: Professional Competency Development among Non-Formal Early Childhood Educators in Indonesia
Main Article Content
Abstract
In many non-formal early childhood education (ECE) contexts in Indonesia, especially in rural and community-based institutions, professional competency development remains an underexplored issue despite the prevalence of unqualified teaching staff. This study explores how non-formal early childhood educators without formal educational qualifications develop their professional competencies within the institutional setting of SPS Miftahul Jannah, Sleman, Yogyakarta. Employing a qualitative descriptive case study, data were collected through interviews, participatory observation, and document analysis, then analyzed thematically using Braun and Clarke’s framework. Five core themes emerged: initial professional insecurity as a catalyst for growth, skill transformation through structured training, professional community building via MGMP forums, contextual pedagogical innovations, and the role of mentorship in providing emotional and instructional support. These findings reveal that, despite lacking formal credentials, the educators demonstrated reflective, adaptive, and collaborative professionalism—enabled by sustained institutional support, peer learning, and intrinsic motivation. The study underscores the need to reframe early childhood professionalism to recognize practice-based knowledge and community-embedded expertise. It challenges prevailing assumptions that equate qualification solely with academic degrees and highlights how informal, experiential learning can foster legitimate professional growth. Although this research is limited by its single-site focus and reliance on self-reported data, it offers critical insight into non-traditional pathways of teacher development in under-resourced settings. The findings contribute to the broader discourse on equitable teacher development and call for hybrid certification models that integrate formal education with field-based experiences, thereby institutionalizing inclusive and practice-responsive approaches to professionalization in early childhood education.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Anders, Y., & Oppermann, E. (2024). Quality in early childhood education and care: A theoretical research synthesis and an integral framework of pedagogical quality. Zeitschrift fur Erziehungswissenschaft, 27(2), 551–577. Scopus. https://doi.org/10.1007/s11618-024-01218-7
Barghaus, K. M., Dahlke, K., Fantuzzo, J. W., Howard, E. C., Tucker, N., Weinberg, E., Liu, F., Brumley, B., Williams, R., & Flanagan, K. (2023). Validation of the Pennsylvania Kindergarten Entry Inventory: Examining Neglected Validities in Large-scale, Teacher-Report Assessment. Early Education and Development, 34(4), 940–962. Scopus. https://doi.org/10.1080/10409289.2022.2076049
Biana, H. T., Javier, R., & Jabar, M. (2021). Assessing Cultural, Linguistic, and Indigenous Competencies: The Case of Early Childhood Care and Development Teachers in the Philippines. Asia-Pacific Journal of Research in Early Childhood Education, 15(1), 137–155. Scopus. https://doi.org/10.17206/apjrece.2021.15.1.137
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buell, M., Han, M., & Hallam, R. (2020). The Ecological Model as a Guide for Early Childhood Care and Education for Young Refugees and Their Families. International Journal of Diversity in Education, 20(2), 25–36. Scopus. https://doi.org/10.18848/2327-0020/CGP/v20i02/25-36
Cheng, X., Yahya, A. N., & Ladin, C. A. (2024). Teacher preparedness and professional development in preschool music education. Artseduca, 41(41), 103–121. Scopus. https://doi.org/10.58262/ArtsEduca.4108
Danilaev, D. P., & Malivanov, N. N. (2020). Technological education and engineering pedagogy. Obrazovanie i Nauka, 22(3), 55–82. Scopus. https://doi.org/10.17853/1994-5639-2020-3-55-82
Dulcic, F. J. L., Orellana, P. E. S., & Peña, R. N. A. (2021). Characteristics and language-responsiveness of early childhood educators’ affective-speech inside the classroom. Revista Fuentes, 3(23), 268–279. Scopus. https://doi.org/10.12795/REVISTAFUENTES.2021.12943
Falloon, G. (2024). Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling. Computers and Education, 216. Scopus. https://doi.org/10.1016/j.compedu.2024.105045
Gardner-Neblett, N., & Soto-Boykin, X. (2024). When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children’s achievement. Early Childhood Research Quarterly, 69, S15–S25. Scopus. https://doi.org/10.1016/j.ecresq.2023.06.008
Gomez, F. R., Kinsler, J. J., Love-Bibbero, L., Garell, C., Wang, Y., & Pike, N. A. (2023). Mixed methods evaluation of an oral health education program for pediatric dental, medical and nursing providers. Journal of Dental Education, 87(6), 774–783. Scopus. https://doi.org/10.1002/jdd.13199
Hasbi, M. (2022). Rencana Strategis 2020-2024. Kemendikbudristek. https://paudpedia.kemendikdasmen.go.id/uploads/pdfs/TINY_20220804_181944.pdf
Hu, B. Y., Su, Y., Liu, X., He, M., & LoCasale-Crouch, J. (2023). Examining Coaching Skill Development During Preservice Teachers’ (PSTs) Internships. Early Childhood Education Journal, 51(5), 939–953. Scopus. https://doi.org/10.1007/s10643-022-01352-z
Huffhines, L., Silver, R. B., Low, C. M., Newland, R., Herman, R., Ramirez, I., Elwy, A. R., & Parade, S. H. (2024). Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. Early Education and Development. Scopus. https://doi.org/10.1080/10409289.2024.2424733
Jacobs, M. M., Harvey, N., & White, A. (2021). Parents and whānau as experts in their worlds: Valuing family pedagogies in early childhood. Kotuitui, 16(2), 265–282. Scopus. https://doi.org/10.1080/1177083X.2021.1918187
Jaoza, S. N., & Kanda, A. S. (2024). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. GLORY (Global Leadership Organizational Research in Management), 2(2), 01–09. https://doi.org/10.59841/glory.v2i2.871
Jimerson, S. R., Sheridan, S. M., Hoffman, J. A., Codding, R. S., & Eckert, T. L. (2020). Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners. School Psychology, 35(6), 409–418. Scopus. https://doi.org/10.1037/spq0000408
Jurkic, A., Halliday, S. E., & Hascher, T. (2023). The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany. Early Childhood Research Quarterly, 64, 72–83. Scopus. https://doi.org/10.1016/j.ecresq.2023.02.003
Khayankij, S. (2024). Teachers’ perspectives of, and strategies for, promoting the social and emotional learning of preschoolers: A comparative study of Thailand and the Republic of Korea. Humanities, Arts and Social Sciences Studies, 24(1), 43–54. Scopus. https://doi.org/10.69598/hasss.24.1.264608
Kim, J., Leftwich, A., & Castner, D. (2024). Beyond teaching computational thinking: Exploring kindergarten teachers’ computational thinking and computer science curriculum design considerations. Education and Information Technologies, 29(12), 15191–15227. Scopus. https://doi.org/10.1007/s10639-023-12406-z
Kinkead-Clark, Z. (2023). A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs. Teacher Development, 27(5), 597–612. Scopus. https://doi.org/10.1080/13664530.2023.2248084
Kovačević, S., Barbir, J., & Bodrožić, A. (2024). Preschool Teachers Competencies for Implementing of Augmentative and Alternative Communication. Acta Iadertina, 21(2), 262–280. Scopus. https://doi.org/10.15291/ai4694
Kruszewska, A. (2021). Teachers’ understanding of the role of key competences in working with children: A study of the perceptions of early years educators in Southern Poland. Education 3-13, 49(6), 650–660. Scopus. https://doi.org/10.1080/03004279.2020.1762691
La Croix, L., Kidd, J. K., Walter, H., Stone, D., Ferguson, D., Fisher-Maltese, C., Steen, B., & Vesely, C. (2023). A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs. Journal of Early Childhood Teacher Education, 44(2), 216–233. Scopus. https://doi.org/10.1080/10901027.2023.2194246
Lacambra, A. M., & Gracia, P. R. (2022). Approaches to social science education at the degree of teacher of early childhood education in Spanish public universities. Profesorado, 26(1), 349–369. Scopus. https://doi.org/10.30827/profesorado.v26i1.11692
Marinšek, M., Jurak, G., & Kovač, M. (2020). Differences in Beliefs Regarding Physical Education Between Slovenian In-Service and Pre-Service Early Childhood Educators. Journal of Research in Childhood Education, 34(2), 251–266. Scopus. https://doi.org/10.1080/02568543.2019.1676333
Marinsek, M., & Kovac, M. (2019). Beliefs of Slovenian early childhood educators regarding the implementation of physical education. European Physical Education Review, 25(3), 659–674. Scopus. https://doi.org/10.1177/1356336X18761538
McLoone-Richards, C., & Robinson, C. (2022). ‘I know I am just a student but.’: The challenges for educators in supporting students to develop their advocacy skills in protecting children. Early Years, 42(4–5), 420–433. Scopus. https://doi.org/10.1080/09575146.2020.1749036
Mikuska, E., Raffai, J., & Vukov Raffai, É. (2024). Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework. Global Studies of Childhood, 14(2), 156–170. Scopus. https://doi.org/10.1177/20436106231181133
Mncanca, M., Ramsaroop, S., & Petersen, N. (2021). Foundation phase teachers’ views of the involvement of male caregivers in young children’s education. South African Journal of Childhood Education, 11(1). Scopus. https://doi.org/10.4102/sajce.v11i1.1050
Nagimzhanova, K. M., Baimanova, L., Magavin, S. Sh., Adzhibaeva, B. Zh., & Betkenova, M. S. (2019). Basis of psychological and professional personality development of future educational psychologists. Periodico Tche Quimica, 16(33), 351–368. Scopus.
Peters, S., Ehm, J.-H., Wolstein, K., & Mischo, C. (2022). Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies. Early Childhood Research Quarterly, 58, 47–58. Scopus. https://doi.org/10.1016/j.ecresq.2021.08.001
Putri Nazidah, M. D. (2021). Problematika Linieritas dan Pemenuhan Kualifikasi Akademik Guru dalam Lembaga PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 2043–2051. https://doi.org/10.31004/obsesi.v6i3.1373
Ranta, S., Kangas, J., Harju-Luukkainen, H., Ukkonen-Mikkola, T., Neitola, M., Kinos, J., Sajaniemi, N., & Kuusisto, A. (2023). Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review. Education Sciences, 13(8). Scopus. https://doi.org/10.3390/educsci13080791
Reynolds, C. R. (2020). Progress will come in the balancing of needs: Professional desires, consumer demand, and why we have to specialize. School Psychology, 35(6), 451–452. Scopus. https://doi.org/10.1037/spq0000411
Sevimli-Celik, S. (2021). Moving between theory and practice: Preparing early childhood pre-service teachers for teaching physical education. Journal of Early Childhood Teacher Education, 42(3), 281–298. Scopus. https://doi.org/10.1080/10901027.2020.1735588
Shabur, M. A. (2024). The potential and implications of artificial intelligence in Bangladesh’s early career planning education. Discover Global Society, 2(1). Scopus. https://doi.org/10.1007/s44282-024-00072-6
Striebich, S., Bauer, N. H., Dietze-Schwonberg, K., Grieshop, M., Kluge-Bischoff, A., Zyriax, B.-C., & Plappert, C. F. (2024). Academic education of midwives in Germany (part 2): Opportunities and challenges for the further development of the profession of midwifery. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA). GMS Journal for Medical Education, 41(3). Scopus. https://doi.org/10.3205/zma001687
Topal, S., Özhanlı, Y., Çaka, S. Y., & Gürbüz, Y. (2024). Professional competences of emergency department nurses working in the earthquake region on triage management in children and the difficulties experienced by nurses in the decision-making process: A qualitative study. International Journal of Disaster Risk Reduction, 113. Scopus. https://doi.org/10.1016/j.ijdrr.2024.104844
Valle-Flórez, R. E., Colmenero-Ruiz, M. J., Jurado-de-los-Santos, P., & García-Martín, S. (2024). Early Childhood Education Teachers: Perceptions about Their Preservice Training. Education Sciences, 14(7). Scopus. https://doi.org/10.3390/educsci14070732
Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential learning in higher education. A student-centered teaching method that improves perceived learning. Journal of University Teaching and Learning Practice, 17(5), 1–16. Scopus. https://doi.org/10.53761/1.17.5.8
Višnjić-Jevtić, A. (2021). Parents’ perspective on a children’s learning. Journal of Childhood, Education and Society, 2(2), 117–125. Scopus. https://doi.org/10.37291/2717638X.20212266
Wolstein, K., Ehm, J.-H., Peters, S., & Mischo, C. (2021). Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support–do professional vision competencies moderate this relation? European Early Childhood Education Research Journal, 29(4), 617–632. Scopus. https://doi.org/10.1080/1350293X.2021.1941171
Yang, W., Huang, R., Su, Y., Zhu, J., Hsieh, W.-Y., & Li, H. (2022). Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development. Review of Education, 10(1). Scopus. https://doi.org/10.1002/rev3.3343