Journal of Early Childhood Teacher Education最新文献_第4页

The evolving identity of blended early childhood preparation: a retrospective history 混合幼儿准备的演变特征：回顾性历史

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-02-05 DOI: 10.1080/10901027.2023.2165985

A. Mickelson, V. Stayton, V. Correa

{"title":"The evolving identity of blended early childhood preparation: a retrospective history","authors":"A. Mickelson, V. Stayton, V. Correa","doi":"10.1080/10901027.2023.2165985","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165985","url":null,"abstract":"ABSTRACT Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a socio-cultural context over time. In detailing the events of the past 30 years, we provide a historical perspective of the blended approach in practice by highlighting key aspects of the historical and emerging literature base. We argue that just as contextual circumstances served as a catalyst to the initiation of the blended movement, the contemporary socio-cultural context, particularly the onset of the groundbreaking 2020 EI/ECSE Personnel Preparation Standards coupled with the 2020 ECE Standards, provides an exciting new catalyst with the potential to reinvigorate the blended preparation movement now and in the future. We conclude with recommendations based on lessons learned from this history to support the continuation and evolution of the blended preparation approach.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"234 - 259"},"PeriodicalIF":1.2,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47309100","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

Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons 帮助孩子感受到被看到、被倾听和被理解:职前教师在数学课上支持不同学习者的策略

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 DOI: 10.1080/10901027.2023.2165983

Amber H. Beisly, Vickie E. Lake, Rae K. Ross, B. Lim

{"title":"Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons","authors":"Amber H. Beisly, Vickie E. Lake, Rae K. Ross, B. Lim","doi":"10.1080/10901027.2023.2165983","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165983","url":null,"abstract":"ABSTRACT All children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Preservice teachers (PSTs) must develop various instructional strategies tailored to the diverse learners in their classroom, including multilingual students. More research is needed on how PSTs can support students of different math abilities with strategies for multilingual learners in early childhood classrooms. This qualitative research study explored instructional strategies found in 20 PSTs’ math lesson plans and lesson plan reflections to understand how they taught equitably to diverse learners across their kindergarten-3rd grade field placement settings. Strategies emerging from the codes were analyzed to determine how different instructional strategies supported multilingual learners, offered differentiation, or were culturally responsive. Most strategies supported multilingual students and students who may need additional support in math; examples include gesturing and pointing, allowing students to respond non-verbally, and modeling the activity. Some areas of the framework were not addressed in the lesson plans, and potential reasons and solutions for this are also addressed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753994","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

The tradition of early childhood personnel preparation standards alignment analysis 幼儿人事编制传统标准比对分析

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 DOI: 10.1080/10901027.2023.2166433

A. Mickelson, V. Stayton, L. Chandler, K. Green, Natalie Danner, Cynthia O. Vail, Judy Swett, H. Jones, S. Robbins

{"title":"The tradition of early childhood personnel preparation standards alignment analysis","authors":"A. Mickelson, V. Stayton, L. Chandler, K. Green, Natalie Danner, Cynthia O. Vail, Judy Swett, H. Jones, S. Robbins","doi":"10.1080/10901027.2023.2166433","DOIUrl":"https://doi.org/10.1080/10901027.2023.2166433","url":null,"abstract":"ABSTRACT There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). In pursuit of promoting high quality inclusive education for all young children, DEC and NAEYC have partnered to create numerous resources and supports over the years for preservice preparation programs and professional development providers who seek to address both ECE and EI/ECSE personnel preparation standards. One notable result has been the development of formal procedures for alignments of the preparation standards promoted by these organizations. In this paper, we detail this established tradition of early childhood standards alignment analysis by describing the development and details of the procedures used for conducting alignment analyses. These procedures are now precedent and provide a roadmap for future alignment analyses. Implications for personnel preparation and future alignment analysis and standards development are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"199 - 215"},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44637579","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

“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators “世界是我的牡蛎”：国际学生的教学经历对未来幼儿特殊教育工作者的影响

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 DOI: 10.1080/10901027.2023.2165982

Naomi L. Rahn, Kristen Linzmeier, B. Winchell

{"title":"“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators","authors":"Naomi L. Rahn, Kristen Linzmeier, B. Winchell","doi":"10.1080/10901027.2023.2165982","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165982","url":null,"abstract":"ABSTRACT A critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612451","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

Strengthening preservice educator reflective practice through the use of personnel preparation standards 运用人事编制标准加强职前教育工作者反思实践

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2023-01-11 DOI: 10.1080/10901027.2023.2165984

M. L. Purcell, S. Schmitt

{"title":"Strengthening preservice educator reflective practice through the use of personnel preparation standards","authors":"M. L. Purcell, S. Schmitt","doi":"10.1080/10901027.2023.2165984","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165984","url":null,"abstract":"ABSTRACT Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervention/Early Childhood Special Education (EI/ECSE). Reflection aids preservice educators in connecting course content with field and clinical experiences thus strengthening their preparation. The authors demonstrate how one blended ECE and EI/ECSE preparation program integrates professional preparation standards into a framework for enhanced reflection.Data from reflection assignments from over 130 preservice educators across 9 years has been collected and analyzed. Data retrieved from this assignment represents impact data and is used by the faculty to not only monitor and support individual preservice educator growth but also for continuous improvement for the blended preparation program. With reflection prompts aligned with professional standards, program faculty are able to identify areas of strength and growth in accordance with the standards for both the candidates and program. Detailed discussion of this pedagogical approach for candidate reflection as well as continuous program improvement is provided in order for other programs to replicate and adapt to strengthen reflective practice and collect program assessment data for their own continuous improvement.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"167 - 183"},"PeriodicalIF":1.2,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713703","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

“I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic “我克服了一座有小山的山”：教师候选人对全球疫情期间学生教学的看法

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-12-26 DOI: 10.1080/10901027.2022.2157779

Sherry Sanden, Amanda C. Quesenberry

{"title":"“I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic","authors":"Sherry Sanden, Amanda C. Quesenberry","doi":"10.1080/10901027.2022.2157779","DOIUrl":"https://doi.org/10.1080/10901027.2022.2157779","url":null,"abstract":"Abstract In the fall of 2020, two teacher educators conducted a qualitative study to better understand how 14 female undergraduate, early childhood education teacher candidates completing student teaching at a large public university in a Midwestern state, navigated student teaching during a global pandemic. Analyzing data from transcripts of regularly submitted teaching reflections, we examined how these novice educators perceived and reacted to this situation, to determine the influence of this unique event on their professional growth. Findings revealed that while some elements of student teaching appeared similar to the experience of candidates completing student teaching in earlier times, these candidates’ experience was colored by the unavoidable challenges of a global pandemic, including altered instructional experiences, professional interactions, student relationships, and pedagogical options. Because candidates student teaching during the pandemic had such different experiences than their earlier counterparts, a traditional menu of learning opportunities and mentoring will likely be insufficient to meet their varied development requirements as new teachers. It will be critical to scrutinize the skills, knowledge base, and emotional perspectives of each early career educator and to create individualized development and support plans that build on the unique opportunities and challenges they will carry into their first teaching positions.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48338642","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

Framework and suggestions for kindergarten to third grade teachers in managing asthma and other related chronic illnesses 幼儿园至三年级教师管理哮喘和其他相关慢性疾病的框架和建议

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-12-14 DOI: 10.1080/10901027.2022.2157780

Stacey Neuharth‐Pritchett, Sofia Hirt, Y. Getch, Ethan J. Schilling

{"title":"Framework and suggestions for kindergarten to third grade teachers in managing asthma and other related chronic illnesses","authors":"Stacey Neuharth‐Pritchett, Sofia Hirt, Y. Getch, Ethan J. Schilling","doi":"10.1080/10901027.2022.2157780","DOIUrl":"https://doi.org/10.1080/10901027.2022.2157780","url":null,"abstract":"ABSTRACT Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditions. The current study examines data from 319 kindergarten to third grade teachers from the southeastern United States and their perceptions of statewide resources, school supports, and professional learning surrounding chronic illness and asthma management in schools. Results indicated teachers were not aware of the statewide supports for understanding regulations and accessing policies to assist children with chronic illness and asthma and that teachers were not adequately prepared to support children with chronic illness in their classrooms. Preparation programs did not include specific standards or experiences for supporting and teaching children with chronic illness. Teachers identified in-service opportunities as the educational context where professional learning about chronic illness took place. Twenty percent of teachers did not have strategies in place nor a minimum level of knowledge about medical emergencies or First Aid/CPR. We present a framework for addressing chronic illness with specific suggestions for improved preparation for teachers to enhance the early learning experiences of children in their classrooms.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46072565","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

Pedagogical adaptability as an essential capacity: reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction 作为基本能力的教学适应性:一年级幼儿教师远程教学中理论与实践的反思性实践

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-12-01 DOI: 10.1080/10901027.2022.2147879

Jennifer J. Chen

{"title":"Pedagogical adaptability as an essential capacity: reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction","authors":"Jennifer J. Chen","doi":"10.1080/10901027.2022.2147879","DOIUrl":"https://doi.org/10.1080/10901027.2022.2147879","url":null,"abstract":"Situated within the theoretical framework of reflective practice, this phenomenological study investigated how early childhood teachers reflected on the ways in which they were able or unable to engage in developmentally appropriate practices during the first four months of the 2020–2021 school year in the context of COVID-19-induced remote instruction. The participants were nine first-year early childhood teachers (teaching preschool to third grade) in a northeastern state of the United States. These teachers (ages 22–32 years, M= 28 years) were all females, consisting of five Hispanics, two Caucasians, one Black, and one Mexican. Except for one Caucasian teacher educating all Caucasian children from affluent backgrounds, the other eight teachers were teaching children from mostly ethnic/racial minority and low-income backgrounds. The data were collected from interviewing each teacher virtually via Zoom for 1.5 hours. A thematic analysis of the data was conducted. The findings revealed four salient themes: (1) theory-practice consonance, (2) theory-practice dissonance, (3) pedagogical challenges due to contextual constraints, and (4) pedagogical adaptability emanating from reflective practice. Collectively, the affordances and constraints engendered by the remote environment seemingly created both a fluid and a constricted space for the teachers to apply theory (e.g., developmentally appropriate practice) to practice. The findings of this study yielded important implications for preparing preservice teachers in teacher education programs and supporting in-service teachers in professional development activities. © 2022 NAECTE.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42037429","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: 4

Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections 运用视频反思增强幼儿教师科学教与学的反思思维

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-11-30 DOI: 10.1080/10901027.2022.2149435

Soo-Young Hong, Erin E. Hamel, Yuenjung Joo, A. Burton

{"title":"Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections","authors":"Soo-Young Hong, Erin E. Hamel, Yuenjung Joo, A. Burton","doi":"10.1080/10901027.2022.2149435","DOIUrl":"https://doi.org/10.1080/10901027.2022.2149435","url":null,"abstract":"ABSTRACT Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers’ reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children’s interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers’ attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106758","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

Integration of ECE and EI/ECSE personnel preparation standards: going beyond alignment 欧洲经委会和EI/ECSE人员准备标准的整合:超越一致性

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-11-21 DOI: 10.1080/10901027.2022.2147882

Kyunghwa Kay Park, Chavis Lickvar-Armstrong, Eva M. Horn

{"title":"Integration of ECE and EI/ECSE personnel preparation standards: going beyond alignment","authors":"Kyunghwa Kay Park, Chavis Lickvar-Armstrong, Eva M. Horn","doi":"10.1080/10901027.2022.2147882","DOIUrl":"https://doi.org/10.1080/10901027.2022.2147882","url":null,"abstract":"ABSTRACT This article proposes a reconceptualization of the relationship between two early childhood professional standards, the Professional Standards and Competencies for Early Childhood Educators (NAEYC, 2019) and the Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (CEC & DEC, 2020), from an aligned or a parallel approach to an integration approach that advances the shared equity agenda in early childhood education. In the integrative approach, the ECE Standards are viewed as the foundation for educating all children with diverse social identities (i.e., ability, race, language, socioeconomic) and the EI/ECSE Standards as the expansion on the foundation specifically for children with differing abilities. A rationale is provided for integrating the standards and the process of integration is exemplified around three broad themes central to both sets of standards: inclusion and diversity, responsive and relevant practices, and building partnerships. Integrating the two professional standards will guide educator preparation programs for inclusion, provide clarity and unity around the knowledge and competencies of early childhood professionals across settings, and unify the workforce in ECE and EI/ECSE for the shared goal of promoting inclusion and equity. Our aim is for the audience to consider the integrative approach as a conceptual framework for building shared values, visions, and knowledge in ECE and EI/ECSE to promote inclusive, equitable early childhood learning opportunities and to unify educators around the shared equity agenda.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"184 - 198"},"PeriodicalIF":1.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482015","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