Search results for: Early childhood education
Page 7/26 256 items
Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.
Updated: Feb. 17, 2016
Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education
This study investigated the effects of the Big Five personality traits on academic success as measured by the final grade and study satisfaction of college and university students in early childhood education in Germany. As expected, students with higher conscientiousness also had better college and university GPAs. The findings indicated that conscientiousness corresponded with better GPAs for college and university students in early childhood education. Furthermore, school-leaving GPA was quite a good predictor of college and university GPA in this study of early childhood education. In addition, higher conscientiousness was associated with higher study satisfaction but only for college students.
Updated: Feb. 03, 2016
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
The action research methodology for this study reports findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination. However, the observed phenomena and semi-structured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Updated: Jan. 25, 2016
Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers
This study examines how preservice teachers perceived homelessness and children experiencing homelessness. It focuses on preservice teachers’ experiences with the dominant discourses about homelessness and addresses how early childhood educators can support preservice teachers in preparing to teach children experiencing homelessness in their future classrooms. The data showed that the images of homelessness held by the preservice teachers closely overlapped with public discourses of homelessness. The image of children as being homeless even did not exist in the conception of homelessness that the preservice teachers initially held. Their knowledge of homelessness was very limited and inaccurate, such that children experiencing homelessness and their families were initially interpreted as being dysfunctional and abnormal.
Updated: Nov. 16, 2015
Supporting Early Childhood Preservice Teachers in Their Work With Children and Families With Complex Needs: A Strengths Approach
The purpose of this article is to examine the possibility of teacher educators using the principles of the Strengths Approach when teaching preservice teachers to enrich the preservice teachers understanding and skills in parent–educator communication across a range of children’s early development, protection, attachment, and learning needs. The findings reveal that the preservice teacher responses used for this study indicate that before learning about and practicing the Strengths Approach, the participants initially struggled in their approach to working through complex issues with families and children. However, after participating in the Strength Approach module, the participants indicated changes in their perspectives and approaches to these complex issues, coming to the point of seeing families as partners, and communicating with children and families.
Updated: Nov. 11, 2015
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015
A Comparative Study of Teaching Efficacy in Pre-service and In-service Teachers in Korean Early Childhood Education and Care (ECEC)
The main goal of this study was to investigate the differences between the pre-service and in-service teachers in terms of their levels of teaching efficacy and teaching professionalism. The participants were 593 teachers in Korean Early Childhood Education and Care.They were divided into two subgroups consisting of pre-service teachers and in-service teachers who had agreed to participate in the study. The results found that in-service teachers had higher scores than their counterparts in only one of the six subscales of teaching efficacy, which is the subscale “Teaching Strategies”. Furthermore, the results showed that the subject’s college major specialisation and some domains of professionalism were found to be predictive to both groups.
Updated: Nov. 02, 2015
Making Sense of a Day in the Woods: Outdoor Adventure Experiences and Early Childhood Teacher Education Students
This study examines the outdoor adventure education experiences of groups of nontraditional university students pursuing degrees and licensure in early childhood education. The findings reveal four basic themes: a) The value of perseverance, b) The necessity of collaboration, c) Overcoming Fears and D) Reflection.
Updated: Oct. 20, 2015
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Updated: Oct. 14, 2015