International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Early childhood education
Page 15/26
256 items
141
This study aimed to explore child care teachers' perceptions of their initial preservice and in-service training experiences. Eighteen child care teachers working in six for-profit centers were interviewed. The results have implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within particular contexts.
Published: 2011
Updated: Sep. 24, 2012
142
The current paper examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. The article also explores how these candidates see themselves addressing these reforms in their own classrooms.
Published: 2010
Updated: Sep. 23, 2012
143
This study investigates preservice teachers' beliefs about what constitutes play. Research for this study focused on 7 preservice teachers enrolled in an early childhood through Grade 4 practicum course at a small private university in south central Texas.
Published: 2010
Updated: Sep. 23, 2012
144
The current study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. The participants were five early childhood preservice students seeking dual certification. Through an analysis of their weekly student teaching journals, the authors explored students' experiences in segregated early childhood special education classrooms and implications for teacher education.
Published: 2011
Updated: Aug. 30, 2012
145
The current paper presents the results of an evaluation of the continuing training received by teachers in the preschool educational sector in Spain. The authors examine factors such as culture and motivation, and look into the initiatives taken with respect to training. The authors evaluate the results of training, focussing on satisfaction, learning, pedagogical suitability and the transfer of training.
Published: 2011
Updated: Aug. 30, 2012
146
This article reports on a study which sought to understand the experience of teachers who have responsibility for leading professional learning in their schools. The first part of the article describes the Leading Professional Learning program designed by Monash University. The program aimed to build teachers’ capacity to lead professional learning within their school settings. The second part of the article analyses the cases written by program participants. The analysis reveals important facets of the relational and emotional dimensions of leading professional learning in schools.
Published: 2010
Updated: Aug. 21, 2012
147
In this article, the author describes his work with Goddess, a sixteen-month-old child who has never laughed. The author was assigned to work in her classroom as part of his clinical internship during his graduate studies in mental health counseling and human development. The author explores the ways in which Goddess 's relationships with her mother and teachers help her learn to laugh. The author concludes that the mutual transformation that occurred between Goddess and the important relationships in her life has inspired and sustained a support network for her, thereby greatly improving her future prospects.
Published: 2010
Updated: Jul. 03, 2012
148
The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices.
Published: 2010
Updated: May. 09, 2012
149
In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching?
Published: 2010
Updated: May. 09, 2012
150
This article explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.
Published: 2011
Updated: Apr. 22, 2012