Search results for: USA
Page 2/126 1256 items
Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.
Updated: Apr. 11, 2022
Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices
Coaching is becoming widely recognized as a tool to help early childhood educators enhance teaching and build professional skills. Although effective, the use of an external coach can be cost and time prohibitive. This study examined the effectiveness of internal peer coaches as compared to external coaches in implementation fidelity of an evidence-based framework aimed at enhancing the social-emotional competencies of young children in early childhood classrooms. Fifteen Head Start teachers and 125 of their students participated in this study. The intervention consisted of training on practice-based coaching, training on the social-emotional framework, and eight weeks of coaching (eight teachers participated as internal peer coaches and seven received external coaching). Pre and post data included an assessment of fidelity to the framework and evaluation of individual child social skills. Overall, results suggest that internal peer coaches were more effective at supporting the implementation of practices with fidelity. Children in classrooms with internal coaches demonstrated a significant increase in social skills. Although more research is needed, internal peer coaching can be considered as a potential solution to the challenges of working with an external coach.
Updated: Apr. 11, 2022
Are you positive that you’re positive?: The downside to maintaining positivity as a first-year teacher
This year-long qualitative study follows a new teacher, who had self-identified as a ‘positive person’, through her first year in the classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching entails. Using a lens of emotion states and traits, we catalogued several different strategies this teacher used to return to her ‘positive’ emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teacher’s reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.
Updated: Mar. 29, 2022
Dissonance during teacher preparation is commonplace. Rather than presenting a roadblock, dissonance may be critical for preservice teachers' learning. This case study examines how to organize teacher education to embrace dissonance through deliberative dialogue. Findings suggest that scaffolding during dialogues created conditions where participants could engage with peers' perspectives, rethink assumptions, and deepen interpretive power for understanding students’ ideas. Dialogues encouraged persistence when dissonance threatened to prohibit further sense-making. By persisting, tensions became productive rather than prohibitive for sense-making. Findings have implications for the design of teacher preparation experiences and for theorizing about how beginning teachers learn across experiences.
Updated: Mar. 28, 2022
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Teacher induction is regarded as an important facet of the teacher education system in many countries. However, important questions remain concerning which teacher induction practices are most associated with teacher quality and retention. This study (N = 736) therefore leverages data from the 2018 Teaching and Learning International Survey (TALIS) to examine relationships between various forms of teacher induction and teacher practices, self-efficacy, and job satisfaction, while controlling for an array of teacher socio-demographic and professional characteristics. Five specific teacher induction activities—including team teaching; online activities; and portfolios, diaries, or journals—were associated with one or more teacher-level outcome variables.
Updated: Mar. 22, 2022
Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty.
Updated: Mar. 08, 2022
This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.
Updated: Mar. 08, 2022
This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. The authors qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. They also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.
Updated: Mar. 02, 2022
Given the scarcity of research on how teacher educators prepare teacher candidates to successfully bridge coursework and fieldwork, the authors conducted a case study of six literacy teacher educators to investigate how they described learning experiences designed to help teacher candidates navigate varied coursework and fieldwork. Teacher educators described intentionally creating learning experiences that connected coursework and fieldwork, but often lacked an explicit articulation of these connections to candidates. Few educators described learning experiences that engaged and supported candidates to critically examine encountered curricular contexts and then enact responsive literacy instruction using curricular materials from fieldwork.
Updated: Feb. 28, 2022
This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents’ open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.
Updated: Feb. 08, 2022