Search results for: Kindergarten
Page 1/3 28 items
“That’s What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher
This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children’s learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs.
Updated: Nov. 18, 2020
The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
In this study, the author examined the professional knowledge that teachers use in order to assess and respond meaningfully to children’s interests. The findings revealed that personal and idiosyncratic nature of teachers’ knowledge gained in family, center and community contexts. The author argues that the personal, informal knowledge became infused with professional knowledge that influenced teacher curriculum decision-making and pedagogical practices. This informal knowledge can be described as an analytical framework of funds of knowledge. The teachers use the funds of knowledge in their interactions with children in complex and connected ways.
Updated: May. 23, 2018
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
This article examined a professional development course within a large urban school district for preKindergarten and Kindergarten teachers. In the course, the teachers were asked to reconceptualize their pedagogical practices with their students and engage in learning activities in their classrooms that attended to the children’s sociocultural worlds.
Updated: Aug. 13, 2017
The author has used a performative drawing form to meet the new National Curriculum of Kindergarten Teacher Education, but mostly in order to disclose the importance of a creative process while drawing. The results show how students expanded their understanding of what a drawings session can be, and that this encourage them to new creative praxis in their kindergarten.
Updated: Jun. 01, 2017
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Updated: Nov. 08, 2016
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The results revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
Updated: Nov. 07, 2016
The Influence of Professional Development on Educators' Instructional Conversations in Preschool Classrooms
This research investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers.
Updated: Nov. 24, 2014
The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.
Updated: Mar. 31, 2014
To Me It’s Like Having a Kid, Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program
The authors explore the experiences of sixth grade students who participated in the Chapel Buddy program. This program pairs sixth graders with kindergarten students in order to ease the transition to kindergarten and middle school. The findings indicated that the students’ understanding of the mentoring role evolved and matured over the course of the year. Results also indicated that the ability to form an effective relationship with their mentees was the primary factor that influenced the value and satisfaction of the mentors’ experience.
Updated: Jun. 11, 2013