Journal of Early Childhood Teacher Education最新文献_第3页

“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education “文化是我来自的地方”:幼儿教育有色学生教师的文化能力分析

Journal of Early Childhood Teacher Education Pub Date : 2023-09-20 DOI: 10.1080/10901027.2023.2258369

Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano

{"title":"“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education","authors":"Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano","doi":"10.1080/10901027.2023.2258369","DOIUrl":"https://doi.org/10.1080/10901027.2023.2258369","url":null,"abstract":"ABSTRACTThis study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.KEYWORDS: early childhood educationstudent teachers of colorcultural competencecultural awarenessteacher educationteachers of color AcknowledgmentsWe acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263351","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

Preparing for partnership: using dilemmas to help teacher candidates apply anti-bias praxis to problem solving 为合作做准备:利用困境帮助教师候选人运用反偏见实践来解决问题

Journal of Early Childhood Teacher Education Pub Date : 2023-09-14 DOI: 10.1080/10901027.2023.2257155

Rebecca Anne Swartz, Laycee B. Thigpen

引用次数: 0

Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators 幼儿技术助理与家庭幼儿教育工作者合作对质量和支持质量改进的看法

Journal of Early Childhood Teacher Education Pub Date : 2023-09-12 DOI: 10.1080/10901027.2023.2257140

Alison Hooper, Myae Han, Martha Buell, Rena Hallam

{"title":"Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators","authors":"Alison Hooper, Myae Han, Martha Buell, Rena Hallam","doi":"10.1080/10901027.2023.2257140","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257140","url":null,"abstract":"Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830410","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 review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making 评估使用研究综述:对幼儿教育工作者为数据知情决策做准备的影响

Journal of Early Childhood Teacher Education Pub Date : 2023-09-11 DOI: 10.1080/10901027.2023.2257157

Divya Varier, Sehyun Yun

{"title":"A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making","authors":"Divya Varier, Sehyun Yun","doi":"10.1080/10901027.2023.2257157","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257157","url":null,"abstract":"ABSTRACT The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children’s learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers’ assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators’ DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981701","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

I think I can, I think I can’t: design principles for fostering a growth mindset in the early years 我认为我可以，我认为我不能:在早期培养成长型思维的设计原则

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-08-30 DOI: 10.1080/10901027.2023.2251924

Fiona Boylan, L. Barblett, Marianne Knaus

引用次数: 0

The significance of practicum work communities for students’ professional development – perceptions of Finnish ECE teacher students 实习工作社区对学生专业发展的意义——芬兰ECE教师学生的看法

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-06-23 DOI: 10.1080/10901027.2023.2223145

Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi

引用次数: 1

STEM professional learning in early childhood education: a scoping review 幼儿教育中的STEM专业学习:范围审查

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-06-13 DOI: 10.1080/10901027.2023.2224251

A. MacDonald, L. Danaia, James Deehan, Allan Hall

引用次数: 0

Supporting Preschool Teachers’ Use of Culturally Grounded Practices: Factors that Influence Program Fidelity 支持幼儿教师使用基于文化的实践:影响项目保真度的因素

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-06-12 DOI: 10.1080/10901027.2023.2223143

Adina R Schick, Cassie Wuest, Rachel Lim, G. Melzi

引用次数: 1

On the development of young learners of English (YLE) teachers’ vision of an ideal class 论少儿英语学习者发展(YLE)教师心目中的理想课堂

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-06-11 DOI: 10.1080/10901027.2023.2223164

Narges Zareian, M. Mahmoodi, Mohammad Ahmadisafa

引用次数: 0

Building up formative assessment practices through action research: A study in early childhood teacher education 通过行动研究建立形成性评估实践——幼儿教师教育研究

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-05-29 DOI: 10.1080/10901027.2023.2217413

S. Aras

引用次数: 0