Search results for: Recchia Susan L.
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Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges
This qualitative study explores how a group of preservice teachers, all of whom had been well prepared to become primary-grade teachers, made a transition into infant/toddler group care settings. The authors used the teachers’ daily journal entries, individual interview, document analysis (course syllabus, weekly planning sheets), and weekly team planning meetings as data sources. Findings revealed that the teachers initially struggled to work with the infants/toddlers and that their long-held notions of children, teaching, and learning were challenged. Yet, their daily work with the children over 15 weeks of practicum helped them deepen and broaden and become more skillful and insightful of early childhood education, which the teachers found applicable to primary-grade teaching.
Updated: Nov. 29, 2021
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Updated: Feb. 07, 2018
Reflective Practice as “Enrichment”: How New Early Childhood Teachers Enact Preservice Values in Their Classrooms
This study followed a cohort of new early childhood teachers from preparation into their first year of teaching, giving voice to their challenges and triumphs, and insight into the elements of their preparation program which they continued to value and build on in their classroom practice. The findings revealed that 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. Overall, although the participants expressed feeling less prepared in terms of specific curricula which aligned with their particular teaching settings, they seemed to feel most prepared in those skills that can be applied broadly across a wide variety of classrooms and educational contexts, such as observation, reflection, and differentiation.
Updated: Mar. 09, 2016
Challenges and Inspirations: Student Teachers' Experiences in Early Childhood Special Education Classrooms
The current study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. The participants were five early childhood preservice students seeking dual certification. Through an analysis of their weekly student teaching journals, the authors explored students' experiences in segregated early childhood special education classrooms and implications for teacher education.
Updated: Aug. 30, 2012
This article explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning. Students' reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals. The students considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach.
Updated: Jun. 11, 2009
The Early Childhood Professional Mentoring Group (ECPMG) was established to develop a forum of support for recent graduates of the authors' university's Masters programs in Early Childhood and Early Childhood Special Education. Moreover, this group was established to create a process for exploring and evaluating the ways that the university's programs are preparing professionals for practice. In order to gain insight into the process and the value of the group, throughout its 1st full academic year, the authors, as cofacilitators, conducted a 45-minute debriefing session after each monthly meeting. During these sessions, the authors reflected on the group's dynamics, topics or themes presented, and their own ways of participating, collaborating, and making meaning of the experience.
Updated: Feb. 12, 2009