Journal of Early Childhood Teacher Education最新文献_第10页

Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis 职前全纳学前教师的准备经验：一个定性的元综合

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-03-28 DOI: 10.1080/10901027.2021.1902435

Sophia R. D’Agostino, Sarah N. Douglas

{"title":"Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis","authors":"Sophia R. D’Agostino, Sarah N. Douglas","doi":"10.1080/10901027.2021.1902435","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902435","url":null,"abstract":"ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"307 - 326"},"PeriodicalIF":1.2,"publicationDate":"2021-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43010645","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: 7

“I’m gonna teach them all the same way”: teachers’ beliefs about, experiences of, and classroom practices with children of color “我要用同样的方式教他们”:教师对有色人种儿童的信念、经历和课堂实践

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-03-27 DOI: 10.1080/10901027.2021.1902433

Victoria L. Kintner-Duffy, Catherine Scott-Little, Nina P. Smith

{"title":"“I’m gonna teach them all the same way”: teachers’ beliefs about, experiences of, and classroom practices with children of color","authors":"Victoria L. Kintner-Duffy, Catherine Scott-Little, Nina P. Smith","doi":"10.1080/10901027.2021.1902433","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902433","url":null,"abstract":"ABSTRACT Children served in early care and education classrooms increasingly represent a variety of racial and cultural backgrounds. Such demographic changes have led to renewed attention to the importance of teachers’ preparation and practices with children of color. Despite classroom demographics, early childhood teaching practices in the United States are informed by the dominant culture. Practices that do not respond to children’s individual cultural identities may have negative effects on children’s development, especially those children from marginalized cultures. This paper adds to the body of literature through semi-structured, qualitative interviews with 10 early childhood educators regarding their beliefs and practices with children of color and their experiences related to supporting racial and cultural diversity in the classroom. Results revealed limited knowledge and understanding of the role that culture plays in shaping child development and teaching practices. The lack of knowledge and minimal use of culturally responsive practices were largely influenced by teachers’ personal experiences and limited exposure to the concepts of culture and cultural identities within their teacher preparation programs. Our findings emphasize the importance of improving the curriculum in higher education for early childhood care and education teachers. Recommendations for teacher educators are included.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"127 - 147"},"PeriodicalIF":1.2,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43457855","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: 3

Early childhood educators’ knowledge and attitudes about developmental screening for Autism Spectrum Disorder 幼儿教育工作者对自闭症谱系障碍发育筛查的认识和态度

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-03-27 DOI: 10.1080/10901027.2021.1902434

Kristin M. Rispoli, Mackenzie Z. Norman, E. Hicks

{"title":"Early childhood educators’ knowledge and attitudes about developmental screening for Autism Spectrum Disorder","authors":"Kristin M. Rispoli, Mackenzie Z. Norman, E. Hicks","doi":"10.1080/10901027.2021.1902434","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902434","url":null,"abstract":"ABSTRACT The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children’s later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This study examined knowledge and attitudes toward developmental screening practices among 130 early childcare and education providers. Survey methodology was used to collect and analyze information on providers’ perceptions of administering developmental screening, barriers to using screening in early childhood education settings, and differences in perceived barriers among providers with varying knowledge of autism spectrum disorder. Providers reported little knowledge of common screening tools but a willingness to use these tools if trained to do so. Ratings of perceived barriers to screening aligned with the behavior intentions and perceived behavioral control constructs of the Theory of Planned Behavior, illustrating reasons why providers may or may not view screening as feasible in their respective settings. Knowledge of Autism Spectrum Disorder was not related to perceived barriers to screening, suggesting that other factors need to be considered when designing early childhood screening programs. These and other implications are discussed in relation to future research and practice.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"291 - 306"},"PeriodicalIF":1.2,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818734","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: 3

Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings 早期教育工作者使用教学文件支持残疾儿童在包容性环境中个性化的观点和经验

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-03-12 DOI: 10.1080/10901027.2021.1895383

Dionne M. Sills-Busio

{"title":"Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings","authors":"Dionne M. Sills-Busio","doi":"10.1080/10901027.2021.1895383","DOIUrl":"https://doi.org/10.1080/10901027.2021.1895383","url":null,"abstract":"ABSTRACT This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"265 - 290"},"PeriodicalIF":1.2,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1895383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965565","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: 1

Supporting student teachers for a participatory pedagogy through Shier’s model of participation in Grade R (Reception Year) South Africa 通过Shier在南非R年级（接待年）的参与模式，支持学生教师进行参与式教学

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-02-21 DOI: 10.1080/10901027.2021.1881663

N. Shaik

{"title":"Supporting student teachers for a participatory pedagogy through Shier’s model of participation in Grade R (Reception Year) South Africa","authors":"N. Shaik","doi":"10.1080/10901027.2021.1881663","DOIUrl":"https://doi.org/10.1080/10901027.2021.1881663","url":null,"abstract":"ABSTRACT Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated in a project during work integrated learning using Harry Shier’s Pathways to Participation model in support of a participatory pedagogy. After the first session of work integrated learning, student teachers participated in focus group interviews guided by open-ended questions on their experiences using Shier’s model. Findings reveal that whilst student teachers were open to listening to children’s voices, they did not have the necessary opportunities in their training to listen to children. Students were restricted to the confines of a Grade R class dominated by mentor teachers who adopted a transmissive pedagogy. Student teachers also noted that children were not accustomed to having their voices heard and making decisions.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"251 - 264"},"PeriodicalIF":1.2,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1881663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48383327","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

Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course 幼儿职前教师自我效能感与包容和专业角色的关系

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-02-08 DOI: 10.1080/10901027.2021.1881662

N. F. Peck, Lance S. Neeper

引用次数: 2

A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession 呼吁暂停以伤害为中心的幼儿教师教育:为我们的职业设想公正的未来

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-01-17 DOI: 10.1080/10901027.2020.1856240

Mariana Souto-Manning

{"title":"A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession","authors":"Mariana Souto-Manning","doi":"10.1080/10901027.2020.1856240","DOIUrl":"https://doi.org/10.1080/10901027.2020.1856240","url":null,"abstract":"ABSTRACT Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer colleagues a letter that considers the history and language of early childhood education with respect to race, racism, and in/justice. Blurring personal and shared processes of creative engagement and reflexivity, I seek to contribute to much-needed and long-overdue conversations about key early childhood teacher education issues, attending to how we might take action in the pursuit of justice as a profession. I then offer a second letter in which I outline a compelling path toward more just goals, approaches, and norms for our profession – toward a future in which early childhood teachers and teacher educators collectively revisit and problematize the past while committing to the active pursuit of more equitable and just futures for all members of all learning communities.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"213 - 235"},"PeriodicalIF":1.2,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1856240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770025","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: 9

Balancing technology and outdoor learning: Implications for early childhood teacher educators 平衡技术和户外学习：对幼儿教师教育工作者的启示

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2020-12-10 DOI: 10.1080/10901027.2020.1859024

Demi G. Siskind, D. Conlin, Linda Hestenes, Sung-ae Kim, A. Barnes, Dilara Yaya-Bryson

引用次数: 8

The evolution of a child study assignment: a potential approach to developing elementary mathematics teachers’ professional noticing 儿童学习作业的演变:培养小学数学教师专业注意的潜在途径

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2020-11-29 DOI: 10.1080/10901027.2020.1852346

W. Smith, H. L. Beattie, Lixin Ren, R. Heaton

{"title":"The evolution of a child study assignment: a potential approach to developing elementary mathematics teachers’ professional noticing","authors":"W. Smith, H. L. Beattie, Lixin Ren, R. Heaton","doi":"10.1080/10901027.2020.1852346","DOIUrl":"https://doi.org/10.1080/10901027.2020.1852346","url":null,"abstract":"ABSTRACT The ability to notice students’ mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment in an attempt to strengthen K–3 teacher noticing. We applied principles of improvement science to improve this assignment to better support the development of teachers’ noticing skills. In this article, we first describe the Child Study Assignment and adjustments made to the assignment across time. Next, we provide suggestions for how this assignment might be adapted in other contexts. Lastly, we present teachers’ perceptions of the usefulness of the Child Study Assignment. Teachers in our professional development program reported that the assignment offered valuable learning experiences, and they often shared their experience with other educators. As teacher educators, we also are able to reflect on our practices with the assignment and use our reflections to improve our efforts to promote teacher noticing. The Child Study Assignment and this process of continual reflection and adaptation may offer teacher educators a useful tool to improve mathematics teachers’ noticing skills, as well as an example of how to revise a professional development activity to better support teachers in meeting program goals.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"363 - 388"},"PeriodicalIF":1.2,"publicationDate":"2020-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1852346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166624","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: 1

What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents? 大学生对同伴辅导模式的看法如何?同伴辅导模式旨在培养与父母有效的电子沟通策略?

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2020-11-23 DOI: 10.1080/10901027.2020.1852345

Marisa Macy, M. P. Spinetti Rincón, M. Hogan

{"title":"What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents?","authors":"Marisa Macy, M. P. Spinetti Rincón, M. Hogan","doi":"10.1080/10901027.2020.1852345","DOIUrl":"https://doi.org/10.1080/10901027.2020.1852345","url":null,"abstract":"ABSTRACT Effective parental communication is a professional responsibility that is often overlooked in preparing the next generation of early childhood educators. Preparation programs that incorporate context-embedded opportunities for preservice professionals to be involved with parents are needed. This study examined a personnel preparation model which incorporated peer coaching to develop effective electronic communication skills. Students in a university course communicated assessment information using an electronic format as an alternative to face-to-face interactions. Students received feedback from peer coaches on their electronic communication a total of six times during the semester. To target diverse populations, one of the peer coaches was a non-native English speaker. After an entire semester of peer-coaching, students completed a survey regarding the program and their views on the efficacy of the peer coaching model. Results indicated that students perceived the program to provide relevant experiences and opportunities to improve their electronic communication skills with families. Participants stated the need for further context-embedded instances in which they could interact with families with diverse backgrounds in the preparation program.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"42 1","pages":"110 - 120"},"PeriodicalIF":1.2,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1852345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44779703","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: 1