Comparative analysis of early childhood education teachers’ professional development: the case of Denmark, Norway, Bosnia and Herzegovina, and Pakistan

Yiğit N. B., Altıparmak Cengiz N., Tonga Çabuk F. E., Erden F.

Teacher Development, 2025 (ESCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/13664530.2025.2579665
  • Journal Name: Teacher Development
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Keywords: comparative educational research, ECE teacher education, professional development of teachers, TIMSS
  • Middle East Technical University Affiliated: Yes

Abstract

This study aims to compare the professional development of early childhood education teachers in four countries. Countries were selected based on TIMSS achievement and ECE participation rates: Denmark and Norway were selected for their high achievement and participation rates, while Bosnia and Herzegovina and Pakistan were selected for their low rates. Data were collected from primary sources using the PRISMA flow diagram. The analysis was conducted on teacher education, admission requirements, recruitment, continuous professional development, and service conditions. Findings show that countries with high TIMSS achievement have strong teacher education, comprehensive PD programs, and supportive policies. In contrast, teacher education and PD mechanisms are weak in countries with low achievement. There are particular differences in admission requirements: Denmark and Norway apply selective criteria, while in Bosnia and Herzegovina and Pakistan, a secondary education level is sufficient. The study emphasizes the importance of sustainable investment for teacher quality and student achievement.