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1.
This paper analyses data from two sources of stakeholder feedback – first year pre‐service teachers and supervising teachers/centre directors – about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was part of a broader participatory action research project directed at maximising both the effectiveness of the pre‐service teachers' knowledge acquisition and meaning‐making and the sustainability of the partnership underpinning the practicum. The paper provides new insights into a hitherto under‐researched area, that of pre‐service early childhood teachers' professional learning experiences in child care contexts. It uses, as a basis, the work of Cardini. The main findings are that there are multiple viewpoints and competing interests, resulting in asymmetries, dissonance and the potential for conflict.  相似文献   

2.
Built on a sociocultural framework of policy analysis and Wertsch's concept of mediation, the present study examines how early childhood teacher education has changed as a result of interactions between reform policy and the action of teacher educators. Ten teacher educators participated in the study, along with eight early childhood leaders, 15 kindergarten principals and child care centre supervisors, and one policy‐maker. Data collected through interviews, focus‐group discussions, and reviews of government and organisational documents as well as press materials were analysed. The findings revealed that early childhood organisations were more active than teacher educators in the process of negotiation. Although early childhood teacher education has expanded since the handover in 1997, the voice and identity of the profession are still in an embryonic state. The study offers implications for redefining the roles of teacher educators and restructuring teacher education contexts to help facilitate the development of ideological consciousness and new understanding.  相似文献   

3.
The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions.  相似文献   

4.
Abstract

Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators.  相似文献   

5.
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.  相似文献   

6.
对幼儿教师专业发展现状进行调查和分析,以期为幼儿教师教育发展提供最基本的理论依据,更好地促进幼儿教师的专业发展。在幼儿教师专业发展中存在很多问题：师资队伍建设没有规划,专业配置不合理;学历达标率较高但专业程度不够扎实;教育教学教研问题突出;家园合作还停留于表浅水平;园长管理水平不够成熟。笔者提出幼儿教师专业发展的对策：制定师资队伍建设规划,建立和完善幼儿教师任用制度;改革师范院校幼师教育,确保幼师生源质量;加强教师自主专业发展,提高教育教学教研能力;加大宣传力度,推进家园合作;发挥终身学习方式,翻新自身专业素养;提升幼儿园园长的管理理念,为教师创造支持性发展平台;加强与其它教师培训机构的联系,开展多渠道的培训。  相似文献   

7.
Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers’ commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers’ interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers’ commitment to the field and the assessed quality of teacher–child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers’ emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers’ provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms.  相似文献   

8.
Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early childhood education teachers, who have the competence of kindergarten teachers (n = 80) and discuss how the development of early childhood education teachers’ expertise could be supported in a small country like Finland, and more specifically, in its northernmost part, the province of Lapland. This was a qualitative study. The data consisted of the early educators’ stories of their growth toward expertise. The analysis method was content analysis. Four themes emerged from the analysis of the early educators’ growth toward expertise. According to the informants, education, work experience, personal life history and personal attitudes toward work had been the most influential variables in the process of growth toward their expertise. This research showed that the development of early childhood education teachers’ expertise necessitates new kinds of working methods and measures for educational planning. In addition, there is need for individual development plans as the work has become more and more collegial and it is necessary to expand a notion of individual expertise into the realm of collaborative and socially shared expertise.  相似文献   

9.
Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the ‘child’. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked – they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the ‘normal’ child constructs particular identity positions for children and the adults who work with them.  相似文献   

10.
This study examines the two kindergarten teachers’ shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers’ professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their identity, and the literature on teacher education emphasizes the importance of identity in teacher development. The in-depth analysis of the two kindergarten teachers’ narrative interviews revealed how the educators constructed their professional identities by intertwining the features of their context, feedback, and teaching. The findings indicate that the shared professional identities of the two early childhood teachers are developed and negotiated through four shared features: commitment, feedback, educational tasks, and professional agency. Together these four shared features shape the teachers’ professional roles and pedagogical practices—either by giving support to professional growth and empowerment or by having a decreasing effect on the teachers’ professional identity and agency in early childhood contexts.  相似文献   

11.
To effectively teach young children, early childhood teachers must be prepared to collaborate with families of diverse backgrounds. Studying the unique cultural contexts of children and families in American early care and education programs and communities will offer early educators information needed to develop empathy for the families with whom they wish to partner. This study investigated the attitudes of Chinese graduate students in the United States toward American early care and education programs. Chinese graduate students are a unique and growing population of approximately 189,000, 40% of whom have at least one child attending American early care and education programs. Chinese graduate students’ educational expectations for their young children and reasons behind these expectations were also explored. Findings showed that participants’ views of American early care and education reflected Chinese culture and life experience. In terms of American education, these Chinese graduate students compared the American programs’ curricula to the Chinese national curriculum, a curriculum they successfully mastered. Implications for early childhood teacher education programs are discussed.  相似文献   

12.
Professional development for early childhood educators (ECE PD) is an essential component of supporting a professional early childhood workforce. Yet research on ECE PD frequently centers on narrow fidelity data, while teachers’ individual voices and teaching contexts are only rarely considered in order to understand teacher experiences with PD initiatives. This qualitative case study utilizes the critical ecology of the early childhood profession framework (Miller et al., Early childhood grows up: Towards a critical ecology of the profession, Springer, London) to examine process-related questions in a large urban district’s PD initiative connected with the launch of a new district-developed kindergarten curriculum. Examining teacher experiences through an ecological lens, the study focuses on two kindergarten teachers, viewing them as active agents in their own professional learning and situating them within their particular teaching contexts. Data sources included classroom observations, teacher interviews, and curriculum fidelity data. Although fidelity data provided some information about teacher responses to the PD, triangulating this data with teacher accounts of adapting the curriculum to their particular context enabled more nuanced understandings about how teachers adapt information from PD sessions to their particular teaching contexts. This study demonstrates the need for research on ECE PD to go beyond fidelity data to explore process-related questions about teachers PD experiences.  相似文献   

13.
Dominant constructions of professionalism in early childhood education can diminish early childhood teachers’ and educators’ undertaking of advocacy at the systems or political level. In this paper, we propose an ethically grounded construction of professionalism that provides space for professional practice to move beyond the classroom and into the political sphere. Findings from interviews with four early childhood teachers from Australia who undertake systems advocacy as part of their professional practice show that this work is driven by ethical influences that extend beyond the rule-based imperative, in ethical codes, that teachers should undertake systems advocacy. Findings highlight the value of considering systems advocacy as practice that emerges from an interplay of three theoretical foundations of ethics: deontology, utilitarianism and virtue ethics. Implications for teacher professionalism and the building of a teacher disposition that incorporates systems advocacy are considered.  相似文献   

14.
Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers’ professional knowledge: professional self and professional tasks. In addition, the shared professional knowledge varied according to the teachers’ work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning.  相似文献   

15.
In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC.  相似文献   

16.
Although studies on teacher identity have proliferated in recent years, and examinations of the said topic have been conducted under various educational contexts, limited focus has been given to teacher identity in the early childhood educational context. Drawing upon data from semi-structured interviews with five early childhood teachers, this case study aims to investigate how early childhood teachers make sense of their work and the type of professional identities constructed by early childhood teachers in mainland China. The five early childhood teachers reported strong disagreements with the babysitter metaphor for their teacher identities, and they had various role identities including ‘parents’, ‘teachers’, ‘friends’, ‘dancers’, ‘artists’, and ‘engineers’. The findings also show that they recognized the significance and value of their job as early childhood teachers. This paper concludes with implications for early childhood teacher education.  相似文献   

17.
This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.  相似文献   

18.
An assessment of the field's relationship with its dominant knowledge base is both timely and critical. The early care and education field is defining what it means to be an early childhood professional, demand for early care and education practitioners is soaring, and the demographic context for provision of early care and education programs is shifting. Furthermore, the discipline of child development and its research methodology are increasingly under attack. Such an examination has direct implications for the preparation of early childhood teachers. Yet realities of the early care and education field complicate the profession's capacity to respond. By listening to calls to develop its own paradigm of professionalism, the early care and education profession could elucidate, on its own terms, a more meaningful relationship between child development knowledge and early childhood teacher preparation.  相似文献   

19.
Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.  相似文献   

20.
This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators.  相似文献   

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