A study of Taiwanese early childhood pre-service teachers' (PSTs) growth mindset, English pedagogical competence, and readiness for integrated English curriculum

Early childhood teacher education programmes are responsible for developing pre-service teachers' (PSTs) growth mindset and pedagogical competence. This study addresses the limited research on growth mindset and pedagogical competence among early childhood PSTs in the context of teaching English. The study used a questionnaire consisting of four parts with 37 questions along with follow-up interviews to explore 283 Taiwanese early childhood PSTs' readiness for teaching an integrated English curriculum including their growth mindset, English pedagogical competence, and attitude towards early childhood English teacher education programmes. The descriptive and inferential analysis of the questionnaire data and thematic analysis of the interview reached the following major findings. First, participants had a strong growth mindset and confidence in their English pedagogical competence. Second, participants had a higher growth mindset on pedagogical competence and lesson designs, but not classroom practice. Third, significant effects were found, indicating that training and teaching experiences are crucial for PSTs' readiness for integrated English curriculum. Based on the findings of this study, suggestions were provided for early childhood teacher educators, language teacher educators, and policymakers on the designs of early childhood English teacher education programs, such as enhancing practical classroom experience and tailored training in teacher education programs.