Search results for: Early childhood education
Page 12/26 256 items
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
The author suggests that educators of preservice teachers begin to employ insights gained from the Gardner’s Five Minds for the Future. In order to show relationships between early childhood play and Gardner’s theory, the author crafted the framework. This framework takes into account both artistic and scientific aspects of the mind. The article describes each mind as interpreted from Gardner, and explores the implications for the instruction of preservice teachers. The author concludes that recognizing the importance of play, as captured within Gardner’s Five Minds for the Future, allows us to acknowledge that play is a meaningful and necessary feature in the contexts of school, and ultimately in the lives of the nation’s school children.
Updated: Oct. 21, 2013
Changes in Understandings of Three Teachers’ Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching
The purpose of this article is to illustrate some of the ways the relationship between beliefs and practice developed among three early childhood/elementary teachers across three consecutive studies. The findings reveal that the three preservice teachers grew from being uncertain about their beliefs to understanding how their beliefs informed their practice. In this study, the participants reached a level of purposeful decision-making and were able to more clearly articulate their beliefs and related practices.
Updated: Oct. 20, 2013
This article examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. Five years of working together on action research projects has increased the educational capital in the community and has developed a sense of ownership and responsibility for the educational welfare of children from all involved.
Updated: Sep. 16, 2013
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
The authors focus on preparing early childhood and early childhood special education preservice teachers for inclusive settings. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences.
Updated: Jul. 10, 2013
The purpose of this reflective position paper is threefold: to provide teacher educators with three literature-based reasons to share with their students about why it is important to listen to parents; to identify familiar comments, concerns, and feelings that the students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence their students' practices.
Updated: Jun. 19, 2013
The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context
This paper examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. This Early Childhood Education Program is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for producing high-quality early childhood educators. The faculty and students in the program explain that the key to the program's success is a “culture of family,” a strength-based approach that appreciates and builds upon the assets of the faculty and students. Furthermore, this approach fosters meaningful relationships by focusing on the whole student, and creates a strong commitment to the program.
Updated: Jun. 19, 2013
Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program
The purpose of this study was to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution. Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution.
Updated: Jun. 19, 2013
The authors provide a conceptual base for pedagogy that embraces and incorporates the assets of nontraditional students in higher education and advocates for practice that honors and builds on students' cultural and social capital. The authors describe the challenges and opportunities faced by nontraditional students within institutions of higher education, focusing specifically on early childhood teacher preparation programs.
Updated: Jun. 19, 2013