Ke Naiyu
ABSTRACT
This study aimed to determine the relationship between preschool education interns’ level of teaching quality, competence, and internship performance. Mixed research approach through descriptive-correlational design and thematic analysis was used. A survey with 240 preschool education interns at Handan Preschool Teachers College, Handan City, Hebei Province, China, was used to collect the data, which were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation coefficient/t test for r. Results of the descriptive analysis showed that the preschool education interns’ level of teaching quality is high, their level of competence is high, and their level of internship performance is good. Moreover, inferential tests revealed that there exists a significant positive correlation between the preschool education interns’ level of teaching quality and level of competence along the paired dimensions, as well as between the preschool education interns’ level of internship performance and level of teaching quality along the paired dimensions. The problems and challenges encountered by the preschool education interns related to their internship include lack of clarity of internship objectives, difficulty in ensuring quality internship sites, lack of communication between schools and internship sites, time constraints, lack of effective guidance for interns, and non-standardized internship evaluation criteria. Considering the study’s salient findings, the researcher designed a plan of action to enhance preschool education interns’ level of teaching quality, competence, and internship performance to enhance the integration of digital technologies into the teaching of Art Education
Keywords:Competence, intern, internship performance, preschool education, teaching quality
https://doi.org/10.57180/vpoh3377