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1.
This article describes how a preservice early childhood program collaborates with a local agency in a community engagement project. The project was implemented in a family–community partnership class for preservice teachers. There were three purposes for this project. First, to build a partnership between the University of Alaska Anchorage Bachelor of Arts in Early Childhood (BAEC) program and a local child care center; second, to provide support for the child care center’s administration and teachers based on their needs and interests; and third, to offer authentic opportunities and experiences for preservice BAEC students to work with the children and their families. This project was a semester-long endeavor, which evolved through rich collaborative experiences.  相似文献   

2.
Research exploring preservice postsecondary students’ experiences participating in an international field placement is a relatively new area of study in the domains of Early Childhood Education (ECE) and Early Childhood Leadership (ECL). While there is a growing body of literature offering merit to the profound transformations that can occur for students who engage in an international field experience, most notably in nursing and school-age teaching vocations, a significant research gap exists in this area of study within the early childhood field. This qualitative research study explores the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students who engaged in a 4-week placement to Liberia, Costa Rica in the winter of 2013. Applied thematic analysis was utilized to examine ECE and ECL self-reflective journals, interviews, and e-mail correspondences. Researcher field notes were additionally included in the data analysis. Personal and professional transformations proved to be a prevailing outcome of the Costa Rica international field placement. The merit of a solidified international placement pedagogical approach was an additional finding of this research study.  相似文献   

3.
This paper reports on an evaluation of the visiting teacher lecturer programme at the University of Western Sydney Macarthur in Sydney, Australia. Between 1992 and 1996, ten practising school teachers taught full‐time within the Faculty of Education for a period of 12 months each. The teachers were known as visiting teaching lecturers and worked in the Faculty's Secondary, Primary and Early Childhood Teacher Education Programmes. The visiting teaching lecturer programme was instigated in order to ensure that recent and relevant experience was available to preservice teacher education students within the Faculty's programmes. Also, the Department of School Education was enthusiastic about the programme as it enabled teachers to gain significant professional development both for themselves and for the Department. The extent to which the programme met these goals, in spite of numerous policy barriers introduced at both State and Federal level, is explored.  相似文献   

4.
Abstract

The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership.  相似文献   

5.
Abstract

How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.  相似文献   

6.
This paper discusses findings from an evaluation of the New Zealand Ministry of Education's Early Childhood Education (ECE) Participation Programme that targeted local areas where there are high numbers of children starting school who have not participated in ECE. The aim of the programme is to increase participation of these low‐income ‘priority’ children in ‘quality’ ECE. In this paper, two policy initiatives and features that supported participation in ECE are analysed. Engaging Priority Families (EPF) involves a coordinator working with families to encourage ECE participation, home learning and a positive transition to school. Targeted Assistance for Provision (TAP) grants are intended to increase local supply by helping establish new services and child spaces in communities where they are needed. The study used mixed methods: data on enrolments, surveys of Participation Programme providers, interviews with programme staff, surveys of families engaged in each initiative and interviews with a small group of families. The results show that cost, availability and cultural relevance of ECE services are the main barriers to participation of ‘priority’ families. Through brokering, both initiatives helped address complex social issues faced by the families by connecting families with health, housing and social agencies, and brokering understanding of ECE. The results support the argument that national policy initiatives and local actions can help address inequities in participation in ECE associated with socioeconomic status.  相似文献   

7.
Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, Q methodology-based study explored the relationship between early literacy environments and the subsequent reading experiences, attitudes and behaviours of a purposive sample of veteran literacy educators. By-person factor analysis identified three empirical profiles of shared reading experiences, attitudes and behaviours: Early Readers Supported by Nurturing Early Literacy Environments; Early Readers Not Supported by Nurturing Early Literacy Environments; and Later Readers Not Supported by Nurturing Early Literacy Environments. Conceptual variables found across all models using qualitative analysis included: Nature of Early Literacy Environments, Early and Later Competence and Appreciation of Reading, Attitudes about the Value of Reading, and Instructional Values and Behaviors in Literacy Education. These models suggest further evidence for the importance of early literacy environments (both home and classroom environments) and provide empirically-derived testable hypotheses for future research.  相似文献   

8.
Early Childhood Education Journal - The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding...  相似文献   

9.
Abstract

Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and are able to be affected by, other bodies. Drawing on ideas from post-qualitative research orientation that highlights weather-generated data, the paper elucidates how the weather acts on and comes into relation with humans and non-human bodies. It contends that noticing and engaging with the vitality of weather offers possibilities for creating affects and that this potentially leads to an attunement towards ecological sensibility. Notions such as ‘vital materiality’ and ‘lively assemblages’ are discussed as a possibility to go beyond an anthropocentric understanding of the weather, which could pave the way towards a more relational ontology as a basis for emphasizing human’s ‘inter and intra-dependence’ with non-human nature, and hence, arguably, sustainable living.  相似文献   

10.
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction.  相似文献   

11.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

12.
Abstract

In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

13.
Early Childhood Education Journal - The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to...  相似文献   

14.
The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment. Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability and inclusive practice. The reflections demonstrate the power of the students’ active role in creating and implementing family-centered activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming.  相似文献   

15.
This study examined parent–teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers. Families were provided with a digital camera for one week to document activities they used to support children’s early learning and development. Families then participated in an interview with their child’s teacher to share and discuss the meaning behind the images. Upon completion, teachers participated in a follow-up interview with the researchers to reflect on the process and their relationships with families. Data were thematically analyzed through the theoretical lens of cultural capital, and findings suggested that previously established power dynamics and assumptions about families interfered with the photo-sharing process aimed at enhancing home–school relationships. Families at a higher-income center possessed the most power in relationships, while families enrolled at lower-income centers possessed less power. Implications for early childhood professionals are discussed, specifically related to addressing biases in home–school relationships and adequately preparing preservice teachers to work with a diverse range of families in equitable ways.  相似文献   

16.
ABSTRACT

Strong family involvement in children’s education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals’ competence in engaging and involving families in their children’s education is emphasized across state licensure requirements, personnel preparation standards, and professional recommendations (e.g., Division for Early Childhood, Council for Exceptional Children, InTASC, National Association for the Education of Young Children). Although many states have begun to require family course content as part of their licensure for educators, higher education faculty and instructors may struggle to integrate family-related content into their coursework and field experiences while also covering state standards in instructional strategies, assessment, and other content areas. In order to effectively and comprehensively include family content across university programs and courses, faculty need to evaluate their current content and systematically plan to include current and research-based family material. The purpose of this article is to provide a framework for faculty to evaluate, reflect, and plan their use of family content in university courses aligned with the Division for Early Childhood’s Recommended Practices: Family (2014). This article shares self-assessment and action plan tools for integrating family content into course materials, activities, and assignments.  相似文献   

17.
《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。  相似文献   

18.
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19.
This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings. Analyses of our graduates’ first-year interviews revealed participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Findings support the importance of engaging in differentiated instruction, reflective practice, and collaboration through a variety of experiences in the field, and illuminate everyday practices that bring richness to teaching and learning in early childhood education. Emergent questions about the best ways to provide quality early childhood teacher preparation are discussed in relation to the dilemmas early childhood teachers face in the current educational landscape.  相似文献   

20.
The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers’ professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.  相似文献   

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