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Aurelia Di Santo Kristy Timmons Angelike Lenis 《Journal of Early Childhood Teacher Education》2017,38(3):223-241
Preservice early childhood educators begin postsecondary programs with established beliefs about children, children’s learning, and their roles as future educators. The present study examined 26 first-year students’ beliefs about children, classroom practice, and guiding children’s behavior. Participants completed the Teacher Beliefs Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta, & La Paro, 2006) at three time points over the course of their first year of studies. We compared responses across the three time points to explore whether the students’ beliefs changed over time. Findings are presented under three main themes: 1) beliefs about children; 2) beliefs about classroom practice; and 3) beliefs about behavior management. Overall, findings reveal that for all three themes, at each time point, practices that are most characteristic of the participants’ beliefs are child-centered, whereas beliefs that are least characteristic of their beliefs are teacher-directed. To support students’ application of theory to practice, they should be given opportunities during their studies to voice, explore, and critically examine their beliefs in relation to philosophies and teaching approaches. 相似文献
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Hanne Warming 《International Journal of Inclusive Education》2013,17(2):233-247
This article explores the discursive formation of inclusion in early childhood education and after‐school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on ‘initiatives by governments’, this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after‐school‐care, inclusion in these environments remains peripheral to the main debate. 相似文献
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This phenomenological study explored how two experienced teachers interacted with children in classes of three‐ and five‐year‐olds. The aim was to further understand the nature of practice that promotes communicative teacher–child relationships. The study took place in a private preschool programme in the United States. Through once‐a‐week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children’s ideas, effort, space and work, and around maintaining enthusiasm towards children’s and their own learning. In these processes, the study showed the importance of (1) teachers’ firm understanding of the context of children’s development, and their awareness of the role which they play in creating this, and (2) an environment that promotes ‘flow’ of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers’ professional autonomy may influence their interactions and relationships with children. 相似文献
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Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children's learning. An assessment project, conducted at the instigation of the New Zealand Ministry of Education, was designed to recognise key outcomes from the New Zealand curriculum, Te Whāriki, and to provide practitioners with a tool that would assist in the development of assessment ideas and procedures. The result was Learning Stories. This present research explored the introduction of Learning Stories into Australia and investigated the potential of Learning Stories as an assessment tool for early childhood practitioners in the context of Saudi Arabia. 相似文献
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Konstantina Rentzou 《Early Years: An International Journal of Research and Development》2011,31(2):135-147
The study reported here examined Greek parents’ perceptions of barriers to men entering the early childhood education and care profession and their recommendations for recruiting more males into the field. Parents were asked to respond on a Likert scale to statements regarding males’ decision to enter the profession, possible benefits for male early childhood educators, and perceived societal attitudes towards male early childhood educators. The findings indicate that the participating parents were in favour of recruiting more males into the early childhood education and care profession but at the same time they recognize the difficulties men encounter when choosing to become early childhood educators. Recommendations for future research designs are formulated. 相似文献
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This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they started to work in public schools. Phenomenological analysis was utilized for the data analysis. The findings revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, they experienced fewer problems than expected after they started to teach. The teachers first tried to build trusting and close relationships with the children to create a peaceful classroom climate, while also attempting to empower the children by involving them in decision-making processes. In this way, the children became aware of the class rules and felt free in their actions within the limits of the rules. 相似文献
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《Early childhood research quarterly》2000,15(2):247-268
This study investigated patterns of teachers’ interaction behaviors in early childhood classrooms. Sixty-three child care teachers were rated on their use of eight interaction behaviors taken from the Teaching Styles Rating Scale (McWilliam, Scarborough, Bagby, & Sweeney, 1998). Using cluster analysis techniques, we identified four homogenous interaction clusters. One cluster presented an average profile: The teachers in this group had average scores on all interaction behaviors compared to the other teachers in the study. The teachers in a second cluster were characterized by high ratings on elaborating and low ratings on redirecting behaviors. A third cluster consisted of teachers who where rated high on redirecting and low on all other behaviors, and the teachers in the fourth cluster received high ratings on nonelaborative behaviors. Cluster differences were found for teachers’ education; teachers’ sensitivity, as measured by the Caregiver Interaction Scale (Arnett, 1989); classroom quality, as measured by the Infant-Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) or the Early Childhood Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 1998); group child engagement, as measured by the Engagement Check II (McWilliam, 1999); and center licensing level. 相似文献
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Iris Duhn 《Environmental Education Research》2012,18(1):19-29
Culturally, childhood is often understood as a time of innocence which can mean that issues such as ecological sustainability are considered too problematic for early childhood practice. By drawing on findings from a research project that focused on issues of ecological sustainability in early childhood centres in New Zealand from Western and indigenous perspectives, this article contributes a critical perspective of ecological sustainability as an educational issue in early childhood education (ECE). The article falls into two parts: the first section gives an overview of some of the conceptual and theoretical issues that underpin critical perspectives of childhood, and provides a context for current global ECE discourse, while the second section introduces the research project and discusses the intersections of ‘local’ and ‘global’ in light of teachers’ emerging ‘pedagogies of place’. The intent is to demonstrate that critical engagement with such complex global issues as ecological sustainability generates spaces for new understandings of how ECE can contribute to theory and practice of education for sustainability. 相似文献
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The purpose of this study was to investigate Turkish early childhood education teachers’ perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children with disabilities in their first year of teaching. Then, they were interviewed about their experiences at the end of the first and second semesters of teaching. Findings revealed that Turkish pre-service teachers displayed positive attitudes towards inclusion before they started teaching. However, they had negative experiences with children with disabilities in their first year due to the misimplementation of the inclusion policy and being inexperienced about the inclusion process, and began to question the effectiveness of inclusion. Implications for the inclusion policy and teacher education programmes are discussed. 相似文献
12.
Love is rarely mentioned in Early Childhood Education and Care and there is no agreed definition for love in this context. In order to explore love in settings practitioner views on the topic should be sought. Unstructured interviews were carried out with senior practitioners in five contrasting settings. A range of qualitative methods were applied to the constructions over an extended period, and a thematic analysis was carried out at the last. Practitioners talked about wide-ranging aspects of practice in response to the narrative prompt about loving children, including the importance of showing to love through touch, familial and non-familial love, loving to be with children, and love as incorporating teaching lessons for the future. A definition of love is needed to facilitate professional discussions about love in settings, away from children’s own homes. 相似文献
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Learning to read is a process that begins well before children commence formal schooling and well before children learn to decode print. Children's early reading skills are, first and foremost, foundationally contingent upon children's oral language and phonological awareness proficiencies – skills that can be mapped across a continuum of development from speech‐to‐print. Nine educators from Victoria, Australia, were interviewed, asked to share their understandings and planning for literacy learning when working with 2–3‐year‐old children. Findings showed that the educators exposed children to opportunities to develop their communication and oral language skills, privileging general conversation and storybook reading. However, some educators appeared unaware of the various stages of phonological awareness and/or appeared to privilege phonics over and above earlier stages of development. The authors recommend that educators, managers and course designers seeking to support young children's emergent literacy development use a framework such as the one presented in this paper to evaluate their knowledges/practices/programmes and that further, larger scale research be conducted that compares educators' interview data with what they do in practice. 相似文献
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Lisa Monroe 《Journal of Early Childhood Teacher Education》2018,39(1):1-15
While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers. 相似文献
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Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
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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
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Evaluating skills of students training to become teachers in early childhood education (ECE) is a key measure to improve their training and, subsequently, to bring about improvements in the way they train their pupils. No research literature specifically describing a scale designed to measure educators’ musical skills at the ECE level has been previously published. In view of this lack, we carried out the customary procedures for designing and validating a psychological measurement scale: on the basis of a sample of university students (n = 209), we created a valid, reliable tool that allows researchers to evaluate and quantify how teacher trainees perceive their own musical skills. By applying EFA, Parallel Analysis, and CFA, we observed the emergence of four differentiated categories distributed along 25 items in the questionnaire’s final version. To improve and refine this tool, further research and study replication in a series of different educational contexts would be required. 相似文献
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In the context of encouraging the use of natural settings for educational experiences with young children, an exploratory study using survey research and photographs of outdoor settings was conducted to understand how preservice early childhood educators perceive these settings and what educational opportunities, motivations, and barriers they associate with them. Based on the results of 110 participants, this study suggests preservice early childhood educators perceive parks as the most conducive outdoor setting for achieving educational outcomes, specifically structured learning about nature, and that they are more inclined to use maintained outdoor settings than natural outdoor settings. The strongest predictors of intention to use natural outdoor settings were perceived difficulty in using natural settings, participants’ level of nature relatedness, and the degree to which they agreed that experiences in nature were important for young children’s health and wellness. Barriers to address include perceived lack of access to natural settings and safety concerns. 相似文献
20.
ABSTRACTTo better understand the reasons underlying attrition and the teacher shortage, and to develop ways to attract and retain high-quality teachers in early childhood education, it is necessary to explore teacher motivation and commitment to teaching. Although previous research has investigated various aspects of teacher motivation and commitment to teaching, little attention has been paid to this in the context of early childhood teachers, especially early career teachers. Drawing upon in-depth interviews with 12 early career, early childhood teachers in mainland China, this study aims to examine early career early childhood teachers’ motivation to teach and commitment to teaching in the Chinese context. Four distinct types of early career, early childhood educators were identified: committed passionate, committed compromiser, undecided, and uncommitted. Each of these had unique motives for teaching and different levels of commitment to kindergarten teaching in mainland China. The four types of early career early childhood teachers identified in this study demonstrate the diversity and complexity of teaching motivation and commitment to teaching in the field of early childhood education. The findings from this study can provide implications for policy-makers and teacher educators to enhance novice teachers’ motivation and commitment to teaching in the early childhood context. 相似文献