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Journal of Early Childhood Teacher Education最新文献

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Characteristics of practica in early childhood education: Variation in criteria for placements and mentor educators 幼儿教育实习的特点：实习标准和指导教师的差异
IF 0.9
Journal of Early Childhood Teacher Education Pub Date : 2024-08-08 DOI: 10.1080/10901027.2024.2388612
Sung-Ae Kim, Karen M. La Paro, Catherine Scott-Little
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引用次数: 0
Recognition of early childhood professionals’ competencies through a micro-credential program 通过微型证书计划认可幼儿教育专业人员的能力
IF 0.9
Journal of Early Childhood Teacher Education Pub Date : 2024-07-03 DOI: 10.1080/10901027.2024.2373847
Marilys Galindo
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引用次数: 0
Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school 幼儿探究与电子学习：在网校中重新构建渐进式教学法
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-06-27 DOI: 10.1080/10901027.2024.2371318
Stephanie C. Sanders-Smith, Tanya Espinosa Cordoba, Jadyn Laixely, Giselle Martinez Negrette
{"title":"Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school","authors":"Stephanie C. Sanders-Smith, Tanya Espinosa Cordoba, Jadyn Laixely, Giselle Martinez Negrette","doi":"10.1080/10901027.2024.2371318","DOIUrl":"https://doi.org/10.1080/10901027.2024.2371318","url":null,"abstract":"This is a study of progressive education in the context of virtual preschool. The COVID-19 pandemic has challenged teachers globally to adapt to new e-learning environments while finding creative s...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A learner-centered journey: pre-service early childhood teachers’ learning through self-reflections and feedbacks with design-based curriculum course 以学习者为中心的旅程：职前幼儿教师通过设计型课程的自我反思和反馈进行的学习
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-06-06 DOI: 10.1080/10901027.2024.2362659
Zeliha Demirci-Ünal, Funda Eda Tonga-Çabuk, Feyza Tantekin-Erden
{"title":"A learner-centered journey: pre-service early childhood teachers’ learning through self-reflections and feedbacks with design-based curriculum course","authors":"Zeliha Demirci-Ünal, Funda Eda Tonga-Çabuk, Feyza Tantekin-Erden","doi":"10.1080/10901027.2024.2362659","DOIUrl":"https://doi.org/10.1080/10901027.2024.2362659","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year "让我们做人吧："幼儿园教师在第一学年（covid-19）利用同事间的支持
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-06-04 DOI: 10.1080/10901027.2024.2362648
Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker
{"title":"“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year","authors":"Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker","doi":"10.1080/10901027.2024.2362648","DOIUrl":"https://doi.org/10.1080/10901027.2024.2362648","url":null,"abstract":"Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other infor...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention 了解在线辅导干预中辅导互动和教师参与的性质
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-05-24 DOI: 10.1080/10901027.2024.2356594
Jentry S. Barrett, Hayley Jackson, Rachel E. Schachter, Hope K. Gerde, Gary E. Bingham
{"title":"Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention","authors":"Jentry S. Barrett, Hayley Jackson, Rachel E. Schachter, Hope K. Gerde, Gary E. Bingham","doi":"10.1080/10901027.2024.2356594","DOIUrl":"https://doi.org/10.1080/10901027.2024.2356594","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Practice matters: how practicum experiences change student beliefs 实践很重要：实习经历如何改变学生的信念
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-05-17 DOI: 10.1080/10901027.2024.2351471
Christine. N. Lippard, C. Vallotton, Maria Fusaro, Rachel Chazan-Cohen, Carla A. Peterson, Loria Kim, Gina A. Cook
{"title":"Practice matters: how practicum experiences change student beliefs","authors":"Christine. N. Lippard, C. Vallotton, Maria Fusaro, Rachel Chazan-Cohen, Carla A. Peterson, Loria Kim, Gina A. Cook","doi":"10.1080/10901027.2024.2351471","DOIUrl":"https://doi.org/10.1080/10901027.2024.2351471","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden 新获得资格的学前教师是否已准备好承担当今的任务？瑞典校长的观点
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-05-06 DOI: 10.1080/10901027.2024.2349050
Adrian Lundberg, Christina Lindh, Philippe Collberg
{"title":"Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden","authors":"Adrian Lundberg, Christina Lindh, Philippe Collberg","doi":"10.1080/10901027.2024.2349050","DOIUrl":"https://doi.org/10.1080/10901027.2024.2349050","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation 建构主义如何影响职前教师的信念和实践以及儿童的自我调节能力
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-04-22 DOI: 10.1080/10901027.2024.2345064
Haruka Konishi, Ronda Chesney
{"title":"How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation","authors":"Haruka Konishi, Ronda Chesney","doi":"10.1080/10901027.2024.2345064","DOIUrl":"https://doi.org/10.1080/10901027.2024.2345064","url":null,"abstract":"Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cogniti...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preservice teachers’ experiences navigating “adaptive learning” technology 职前教师驾驭 "自适应学习 "技术的经验
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-03-29 DOI: 10.1080/10901027.2024.2333521
Melissa Sherfinski, Wen Juan Mo
{"title":"Preservice teachers’ experiences navigating “adaptive learning” technology","authors":"Melissa Sherfinski, Wen Juan Mo","doi":"10.1080/10901027.2024.2333521","DOIUrl":"https://doi.org/10.1080/10901027.2024.2333521","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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