The Future of Education

Increasing linguistic diversity in early childhood education poses significant challenges for inclusive educational practice, teacher professional development, and the support of children’s school readiness. Preschool teachers play a crucial role in mediating language-related diversity and fostering equal learning opportunities for children with a different home language (DHL). This research-in-progress doctoral study explores preschool teachers’ perceptions, attitudes, and professional self-efficacy in relation to inclusive practices supporting the school readiness of linguistically diverse children. The study is theoretically grounded in Bandura’s concept of teacher self-efficacy and the three-component model of teacher attitudes (cognitive, affective, and conative). A Finnish early childhood education framework (VASU) serves as an inspirational reference for reflective comparison rather than as a parallel empirical setting. Methodologically, the study employs a convergent mixed-methods design with a dominant qualitative component. Quantitative data are collected using an adapted version of the Teacher Efficacy for Inclusive Practices scale (TEIP-CZ-OMJ), focusing on inclusive instruction, classroom management, and cooperation with parents. Qualitative data are gathered through semi-structured interviews with preschool teachers from the Olomouc and Moravian-Silesian regions who have recent experience with children with a different home language. The data are analysed using thematic analysis to identify pedagogical strategies, critical situations, and perceived professional support needs. Preliminary expectations indicate that while teachers demonstrate strong commitment to inclusive education and student engagement, their self-efficacy varies depending on access to methodological guidance, language-related resources, and institutional support. The study aims to contribute to international discussions on inclusion and diversity in education by highlighting implications for teacher professional development, inclusive preschool practice, and language support in early childhood education.

Keywords: teacher self-efficacy; inclusion and diversity; early childhood education; school readiness; children with a different home language

References:
[1] Bandura, A. Self-efficacy: The Exercise of Control. New York: W. H. Freeman, 1997.
[2] OECD. Starting Strong VII: Building a High-Quality Early Childhood Education and Care System. Paris: OECD Publishing, 2023.
[3] UNESCO. Global Report on Early Childhood Care and Education. Paris: UNESCO, 2024.