Pre-Service Teachers' Cognitive Processes Concerning Early Childhood Education Pedagogical Skills Through the Perspective of Cognitive Load Theory

The complexities and opportunities inherent in preschool education practices, coupled with the diverse characteristics of preservice teachers, necessitate a comprehensive examination of the cognitive load they experience during their education and early teaching practices. Accordingly, this study aims to investigate the cognitive load experienced by preservice preschool teachers in the implementation of early childhood education pedagogical skills through an exploratory sequential mixed-methods design. To assess changes in cognitive load, a weekly questionnaire was administered to preservice teachers (n=31) over a six-week implementation period. Findings from the t-test analysis indicated a significant decrease in cognitive load over time. Qualitative data obtained from interviews with 11 preservice teachers provided deeper insights, revealing that participants initially experienced high cognitive load, characterized by symptoms such as excitement, fear, and panic, which gradually diminished as they gained automaticity in practice. It was found that factors such as external influences and instructional design played a crucial role in shaping cognitive load, with external load decreasing as practical experience accumulated. Additionally, key sources of support identified by the preservice teachers included experts, peers, the curriculum, and online resources. The findings underscore the critical role of well-structured instructional design, collaborative learning experiences, and expert guidance in effectively managing cognitive load. This study offers valuable implications for teacher education programs, emphasizing the importance of gradual exposure to pedagogical complexities and the cultivation of supportive learning environments. However, the study's limitations, including the relatively small sample size and context-specific nature of the findings, suggest the need for further research across diverse educational settings to validate and expand upon these results.