共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
Susan L. Recchia Minsun Shin 《Early Years: An International Journal of Research and Development》2010,30(2):135-145
This qualitative study explores how working with infants changed pre‐service early childhood students’ thinking about important aspects of early childhood education. Through a qualitative analysis of four pre‐service early childhood students’ weekly dialogue journals during a required, one‐semester infant practicum, the authors discovered how the course provided a context for challenging students’ previously held notions about early childhood teaching and learning. Their findings showed that infants’ ways of being were a powerful influence on pre‐service early childhood students’ sense of themselves as teachers and emphasized the value of hands‐on experiences with infants as an important component of early childhood professional preparation. 相似文献
3.
Maria Elena González Alfaya Maria Ángeles Olivares García Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789
This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. 相似文献
4.
Shulamit N. Ritblatt Sarah Garrity Sascha Longstreth Audrey Hokoda Nina Potter 《Journal of Early Childhood Teacher Education》2013,34(1):46-62
There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters. 相似文献
5.
Jiangbo Hu Jane Torr Sheila Degotardi Feifei Han 《Early Years: An International Journal of Research and Development》2019,39(2):190-204
This study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes. 相似文献
6.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
7.
Research Findings: Using a qualitative research approach, this article explores teachers’ roles as scaffolders of infants’ play and the changing nature of their individualized support for infants’ learning and development through play in an infant group care setting. Three infant teachers in a child care center were followed over 3 months. Observations, interviews, ongoing conversations, e-mails, and reflective notes were used as data sources. Findings revealed that the teachers thought deeply about their roles as supporters of infants’ play, and they made intentional choices in scaffolding infants’ play. Each teacher's ways of empowering infants in play were grounded in her views of infants as learners and were individualized to accommodate children's unique learning styles and personalities. Practice or Policy: This study provides a window into the ways in which teachers working with the youngest children can set the stage for later learning. 相似文献
8.
Linda J. Harrison Myra Dunn Kennece Coombe 《Journal of Early Childhood Teacher Education》2013,34(3):217-229
Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals. 相似文献
9.
Margaret Benson 《Journal of Early Childhood Teacher Education》2013,34(2):123-127
Abstract This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study. 相似文献
10.
Jennifer Sumsion 《Asia-Pacific Journal of Teacher Education》1996,24(1):33-46
In recent years, the model of imparted learning underlying many traditional preservice—teacher programmes has given way to an emphasis on constructed learning, in which student teachers are encouraged to develop their own understanding of what it means to be a teacher. Underlying this trend is an assumption that student teachers are becoming more empowered as learners. This paper investigates that assumption. It reports on a study which used Belenky et al.’s (1986) conceptual framework to explore the epistemological perspectives of a group of first‐year early‐childhood student teachers. Although the student teachers were enrolled in a preservice programme which seeks to foster reflective practices, few could be considered empowered learners. The paper suggests that, if student teachers are to become more empowered, teacher educators may need to undertake considerable soul‐searching concerning their practice. 相似文献
11.
Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data sources included videotapes, focus groups, conversational interviews, reflective journaling, and artifacts. A PDP, tailored to the needs of the teachers, was developed in process in response to the outcomes of each step of the study. Findings highlight how teachers’ existing beliefs inform current practice, teachers gain insight through new PDP strategies, and teachers’ reflections on routines contribute to effective practice. Practice or Policy: Our PDP provided opportunities for reflection and pedagogical challenges as a means of creating space for educators to build a more grounded infant teacher identity. Implications of these findings are discussed in relation to infant teacher preparation and in-service training. 相似文献
12.
Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
13.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
14.
Sehba Mahmood 《Journal of Early Childhood Teacher Education》2013,34(2):154-170
Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. This article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. While in college they were encouraged to start developing their philosophy of teaching, and they describe their experiences of putting their philosophy into practice. They also conveyed their opinions about working in environments where there was a lack of teaching and learning resources. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly. Early childhood teachers work in a different context from teachers in general, so as beginning teachers the uniqueness of their concerns needs to be addressed. 相似文献
15.
Mobile devices and, in particular, tablets have become increasingly popular in young children’s lives; however, there is limited empirical evidence regarding early childhood teachers’ perceptions on mobile technology-learning in early years. This study investigated teachers’ views on mobile devices’ usage in early childhood education classrooms, focusing on their perceived benefits, barriers and their concerns. A questionnaire with open ended questions was completed by 30 early childhood education teachers, in Greece. The primary perceived benefits regarded the facilitation of the educational process, the interactive learning environment and the support of children’s learning and development. Major perceived barriers were related to the lack of (or limited) resources/equipment, the limited teacher training opportunities and lack of funding, while key concerns regarded the constraint of hands-on experiences, children’s concentration, and cyber safety issues. Implications for pre-service and in-service teacher training, educational policy and practice, as well as links between home and school are discussed.
相似文献16.
早教机构教师家长指导能力是教师专业能力的重要组成部分。对28所早教机构中162名教师的家长指导能力进行调查发现,早教机构教师的家长指导观较为科学,但婴幼儿教养观存在较明显的问题;能采用集体指导、个别指导、延伸指导等方式开展家长指导工作,但对家长指导的内容把握不完整,等等。早教机构及教师要致力于提高家长对婴幼儿的早期教养能力,以促进婴幼儿的身心健康和谐发展。 相似文献
17.
Christine Maynard Karen M. La Paro Amy V. Johnson 《Journal of Early Childhood Teacher Education》2013,34(3):244-261
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education. 相似文献
18.
Elizabeth Dunphy 《International Journal of Early Years Education》2009,17(1):3-16
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high‐quality early childhood mathematics teaching. Consequently, the characteristics of high‐quality early childhood mathematics education are clearly identifiable. Issues such as building on young children’s prior‐to‐school knowledge; engaging children in general mathematical processes; and assessing and documenting children’s learning are some of the key aspects of high‐quality early childhood mathematics education. The extent to which teachers of four‐ and five‐year‐old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four‐ and five‐year‐old children attending primary schools. This paper presents some of the findings of the study in relation to teachers’ self‐reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy. 相似文献
19.
Anitta Melasalmi Jukka Husu 《Early Years: An International Journal of Research and Development》2016,36(4):426-439
Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers’ professional knowledge: professional self and professional tasks. In addition, the shared professional knowledge varied according to the teachers’ work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning. 相似文献
20.
Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures. 相似文献