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1.
《Early education and development》2013,24(3):339-352
Recent trends in early childhood teacher education in Zimbabwe are reviewed in the context of overall teacher reform. Social tensions which stem from the current system of early education and care are described, together with a survey of beliefs regarding early education held by parents, teachers, and primary school headmasters. The results point to the diversity of meanings attached to early education in Zimbabwe, and the challenge this poses for parents, teachers, and policy makers in Zimbabwe. 相似文献
2.
The necessity for parents and teachers to work together collaboratively to optimize children’s learning and development in early childhood education is well recognized. Yet, ways in which initial teacher education programs might prepare teachers for professional relationships with parents are rare in the literature. This paper reports on the use of field experience in family homes that occurred in the 1st year of a teacher education program. A case study of two student teachers is discussed to illustrate the potential of such an approach to this aspect of teacher preparation. These student teachers experienced the realities of the daily lives of families with young children. Six months later, their experiences appeared likely to have had a positive influence on their understanding of parenting and their attitudes towards establishing and maintaining effective partnerships with parents in their future professional role. 相似文献
3.
Limin Zhang 《师资教育杂志》2017,43(1):117-119
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
4.
为了解普通幼儿园工作者对特殊幼儿融合教育问题的态度和意见,本文对174名教师和保育员进行问卷调查,主要发现:(1)幼教工作者对特殊幼儿有一定的了解,但不够深入;(2)幼教工作者以及普通幼儿家长在保障师资、设备以及教育方式的情况下,更乐意接受特殊幼儿进入普通幼儿园;(3)幼教工作者认为学前阶段实施特殊教育最需解决的问题依次为师资问题、设备问题、家长观念、教师观念、经费问题以及专设督导机构问题。 相似文献
5.
《Early education and development》2013,24(1):68-76
This article describes a research and early intervention project that involves parents and Head Start teachers who live and work in geographically isolated areas of the Navajo Reservation. Social and environmental characteristics of life in remote areas are considered as "risk factors" that impact upon the child's probable success in school. Two promising lines of intervention are reported comprehensive instruction in child development for Head Start teachers and working with parents as children's "first teachers." The teacher education approach involves innovative methods that build upon the Native American oral tradition. The approach to parents as "first teachers" involves Navajo parents in a structured reading approach with culturally relevant materials, where children are encouraged to reconstruct story content in a variety of representational media. Preliminary results include a dramatic rise in the number of CDA credentialed teachers and major improvements in teaching skills and satisfaction with teaching. 相似文献
6.
王夫娟 《宁波职业技术学院学报》2012,(1):70-73
宁波市幼儿园的园长和家长对幼儿英语教育活动满意度较高,大部分园长和家长赞成幼儿园开展英语教育活动,他们希望学前教育毕业而又具有英语特长的教师担任幼儿园的英语教育工作。为此,高职院校在学前教育专业中应注重培养合格的幼儿英语教师,教师培训机构根据幼儿园英语教师的需求开展有效在职培训,以解决师资短缺的问题。 相似文献
7.
As a member of a delegation of educators, physicians, and lay people to rural Fiji the author shares her experiences and reflections
of early care, education, and family life on a small, remote island. She discusses her visits to the village and boarding
school, and her interactions with teachers, children, and parents in the early childhood classroom and community. Her understanding
of teacher education and preparation, the primary educational system, and curriculum goals and revisions of the country are
highlighted. 相似文献
8.
Mara Gerich Monika Trittel Bernhard Schmitz 《Journal of educational and psychological consultation》2017,27(2):203-238
Counseling parents concerning students’ learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time–series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers’ counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers’ counseling competence within the context of teacher education. 相似文献
9.
Helen L. Carlson Olga Zvagina Lena Stenmalm Sj lom 《Early education and development》1997,8(2):169-186
Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families. 相似文献
10.
ABSTRACTThe racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession. 相似文献
11.
Michael C. Anziano 《Early education and development》1991,2(1):68-76
This article describes a research and early intervention project that involves parents and Head Start teachers who live and work in geographically isolated areas of the Navajo Reservation. Social and environmental characteristics of life in remote areas are considered as “risk factors” that impact upon the child's probable success in school. Two promising lines of intervention are reported comprehensive instruction in child development for Head Start teachers and working with parents as children's “first teachers.” The teacher education approach involves innovative methods that build upon the Native American oral tradition. The approach to parents as “first teachers” involves Navajo parents in a structured reading approach with culturally relevant materials, where children are encouraged to reconstruct story content in a variety of representational media. Preliminary results include a dramatic rise in the number of CDA credentialed teachers and major improvements in teaching skills and satisfaction with teaching. 相似文献
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This phenomenological study aimed to explore how early career teachers were supported in their transition from teacher education to professional practice. It involved interviewing seven recent graduates from a post-degree teacher education program on their perceptions of both the program and their local school district in supporting them as early career teachers. Results involve numerous recommendations for supporting these teachers during their induction into the profession leading to the articulation of a continuum of lifelong professional learning that includes teacher education, induction and mentorship, and professional development. Key responsibilities for school districts, principals, and teacher education faculty are included. 相似文献
14.
Lynda D. Jones Diane C. Burts Teresa K. Buchanan Saigeetha Jambunathan 《Journal of Early Childhood Teacher Education》2013,34(3):397-410
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic. 相似文献
15.
This research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, it focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences. Implications center on the use of this pedagogy within teacher education contexts to further advance the professional dispositions of teachers as they prepare to teach in diverse scholastic environments schools. 相似文献
16.
教师惩戒行为的正当性缘于国家意志的必要强制、教师职业的应然要求以及监护权的部分转移。随着权利意识的觉醒和教育商品化的推动,教师惩戒行为的正当性逐渐偏离、异化,主要表现为学生权利的泛化、师生关系的契约化以及监护权的抗制。通过学生权利的保护与克制、教师职业的实然选择以及监护权的适当参与,从而实现教师惩戒行为正当性回归其本来价值。 相似文献
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Esra Eret-Orhan Ahmet Ok Yesim Capa-Aydin 《Asia-Pacific Journal of Teacher Education》2018,46(2):183-198
The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers’ perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers’ subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education. 相似文献
20.
This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献