Search results for: Early childhood education
Page 13/26 256 items
The current article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, the participants developed a research question, collected and analyzed data, and used results to inform mathematics instruction.
Updated: Jun. 19, 2013
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Updated: Jun. 17, 2013
Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?
The authors describe a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society.
Updated: Jun. 12, 2013
Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany
The authors explored prospective early childhood teachers' orientations to scientific knowledge and to research. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results.
Updated: May. 29, 2013
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
The authors describe a video review process for providing feedback to students and documents students' teaching practices. The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.
Updated: May. 28, 2013
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 2013
Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science
This study examined preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). The authors found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values.
Updated: Apr. 22, 2013
The goal of this paper is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. The article discusses how faculty, researchers, and those responsible for professional development can use performance to move early childhood educators towards greater family-centered competencies when serving diverse families and children.
Updated: Jan. 28, 2013
Knowledge and Attitudes of Early Childhood Preservice Teachers Regarding the Inclusion of Children With Autism Spectrum Disorder
The purpose of this study was to explore preservice teachers' knowledge and attitudes towards children with Autism Spectrum Disorders (ASD) and their inclusion in general education classrooms, especially in early childhood education. Results indicated preservice teachers lacked knowledge and held basic misconceptions about ASD and the needs of children with ASD in inclusive classrooms.
Updated: Jan. 23, 2013