Search results for: Preschool teachers
Page 3/6 51 items
This study investigated the current practices and training needs of early childhood professionals in conducting assessment with young children with and at-risk of disabilities. The findings reveal that the participants reported that they used a wide range of standardized tools and nonstandardized methods to assess children’s development in the developmental domains. Three of the top five tools most frequently used by professionals to assess children’s skills are curriculum-based assessment methods that are developmentally based and that take into consideration the child’s experiences and background. The authors recommend that preservice teacher preparation programs must include numerous targeted field assignments. Furthermore, preservice teachers must receive instruction in how to use a few of the most commonly used tools and assessment methods.
Updated: Jul. 27, 2015
Preservice Professional Preparation and Teachers’ Self-Efficacy Appraisals of Natural Environment and Inclusion Practices
This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers. Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.
Updated: Nov. 24, 2014
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 Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers’ Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role
The purpose of this exploratory, longitudinal study is to explore the effect of preschool teacher education on competence, confidence, and attitudes towards science and science teaching in relation to a developing professional identity. The results suggest that there was a gradual change in perceptions of the professional role of preschool teachers during the teacher education program. The data show that the students generally already had a positive and relaxed attitude towards science activities with children when starting the program, and that this positive attitude grew with increasing competence and confidence. Nevertheless, many of them still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture.
Updated: Aug. 20, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
The purpose of this article is to describe the results of a teacher–teacher educator collaboration focused on adapting the Center for Research on Education, Diversity, and Excellence (CREDE) standards for Effective Pedagogy for use in early childhood (EC) settings. The CREDE standards are instructional strategies that developed from research on K–12 diverse learners. Participants included 13 preschool teachers and 2 administrators serving 2- to 5-years-olds at a university-based EC center. The authors made changes to criteria for the standards so as to make them more developmentally appropriate, with considerations of language development, a focus on goals that included self management and social skills, and children’s tendencies to be more egocentric and less self-aware. However, the educators generally felt that the CREDE strategies were appropriate for early childhood instruction.
Updated: Jun. 25, 2014
How to Teach to the Child When the Stakes Are High: Examples of Implementing Developmentally Appropriate and Culturally Relevant Practices in Prekindergarten
This paper addresses the transformations which have affected the field of early childhood teacher education. The article developed a case study of how three exemplar pre-K teachers met these challenges in teaching a diverse population of children in a high-stakes context. Through using the lenses of developmentally appropriate and culturally relevant instructional practices, this study provides illustrations that teacher educators can use with their students to discuss what they can do to be early educators in a high-stakes contexts who focus on children's needs.
Updated: Sep. 15, 2013
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.
Updated: May. 28, 2013
Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs About Music
The current study examines early childhood preservice teachers' beliefs about the importance of music in early childhood. The paper also explores factors that influencing those beliefs. The findings reveal that preservice teachers in this study held relatively strong beliefs about the importance of music, including aesthetic, quality-of-life, and social-emotional benefits. Preservice teachers' beliefs were associated with whether they viewed music as an active tool for development and learning, or as merely an enrichment.
Updated: Dec. 30, 2012
This paper describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction.
Updated: Dec. 30, 2012