Journal of Early Childhood Teacher Education最新文献_第5页

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

Online practicum during pandemic: “they’re in the classroom but i’m online” 大流行期间的在线实习:“他们在教室里，但我在网上”

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-11-16 DOI: 10.1080/10901027.2022.2147881

S. Saraç, Betul Tarhan, Hülya Gülay Ogelman

引用次数: 0

Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms 幼儿全纳教学中教师自我效能感的发展与验证

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-10-27 DOI: 10.1080/10901027.2022.2136550

C. Catalano, Helenrose Fives, Nicole Barnes

引用次数: 0

Environmental education in pre-school teacher training programs in Vietnam: situations and challenges 越南学前教师培训项目中的环境教育：现状和挑战

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-10-27 DOI: 10.1080/10901027.2022.2136552

Uyen Tran Ho, Ben A. LePage, W. Fang

引用次数: 1

Conceptualizing coaching within the home visiting field 在主场进行概念化训练

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-10-19 DOI: 10.1080/10901027.2022.2125464

Bridget A Walsh, M. Innocenti, Patricia H. Manz, Start Early, G. Cook, Hyun-Joo Jeon

引用次数: 2

Emerging professional identities: motivations for choosing early education as a minor subject in Finland 新兴的职业认同:芬兰选择早教辅修的动机

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-10-19 DOI: 10.1080/10901027.2022.2136551

Niina Salonen, S. Havu-Nuutinen

{"title":"Emerging professional identities: motivations for choosing early education as a minor subject in Finland","authors":"Niina Salonen, S. Havu-Nuutinen","doi":"10.1080/10901027.2022.2136551","DOIUrl":"https://doi.org/10.1080/10901027.2022.2136551","url":null,"abstract":"ABSTRACT This qualitative study examines the professional development of early education preservice teachers and the initiatives behind the formation of a professional identity in the early stages of their studies. Professional identity is examined through the motivational factors that guide students to a minor in early education. The theoretical framework draws on educational science and sociology and defines the context of professional development, professional identity, and motivation in the social environment. Narrative data have been analyzed using the FIT-Choice Scale, and the analysis has been further elaborated by classifying narratives into the three identity types of confident, strengthened, and cautious. The research mainly confirms international results on motivational factors influencing career choices in teaching. The results also provide a broader perspective on the impact of the local education system and the labor market on professional development and the formation of professional identity. Additionally, the results challenge the ideal of the preservice teacher. The research benefits not only teacher educators but also policy makers as well as preservice teachers who form their professional identity in the midst of various uncertainties and requirements.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49240612","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

Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs 关于利用混合现实使幼儿教育工作者准备好支持不同家庭需求的思考

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-09-21 DOI: 10.1080/10901027.2022.2125462

Larisa Callaway-Cole, Talya Drescher

引用次数: 0

How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study 教师和中心领导如何理解基于探究的专业学习：一个多案例研究

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-09-20 DOI: 10.1080/10901027.2022.2125465

Joanna Englehardt, Christopher P. Brown

{"title":"How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study","authors":"Joanna Englehardt, Christopher P. Brown","doi":"10.1080/10901027.2022.2125465","DOIUrl":"https://doi.org/10.1080/10901027.2022.2125465","url":null,"abstract":"ABSTRACT Policymakers’ demands for standardization and increased academic achievement have led various stakeholder groups to call for more professional development (PD) in early childhood education and care (ECEC) settings. Federal initiatives and state agencies' quality improvement initiatives also position PD as a key component to improve access to quality programs for all. Yet, much of the PD consists of single-day workshops despite scholars continued calls for more critical approaches such as inquiry-based professional learning (IBPL). While research has emerged that examines the implementation of IBPL, little is known about how teachers and center leaders themselves make sense of such practices. This article therefore adds teachers’ and directors’ voices directly into the conversation as early childhood teacher educators continue to research and advocate for more critical and holistic approaches to PD. Findings from this research bring to light at least three main investments policy makers, teacher educators, classroom teachers and center leaders, and teachers-in-training can make to implement, sustain or improve IBPL in more ECEC spaces.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42873535","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 policy can help prepare early childhood teachers: the alignment between state childcare licensing policy and teacher qualification attainment 政策如何帮助幼儿教师做好准备：国家儿童保育许可证政策与教师资格获得之间的一致性

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-09-20 DOI: 10.1080/10901027.2022.2125461

L. Rucker, A. Zajicek, Brinck Kerr

{"title":"How policy can help prepare early childhood teachers: the alignment between state childcare licensing policy and teacher qualification attainment","authors":"L. Rucker, A. Zajicek, Brinck Kerr","doi":"10.1080/10901027.2022.2125461","DOIUrl":"https://doi.org/10.1080/10901027.2022.2125461","url":null,"abstract":"ABSTRACT The qualifications that early childhood (EC) teachers attain vary across the 50 states. This variance is likely associated with the differences in state-level childcare licensing policies governing the qualification attainment of EC teachers. This research explores the relationship between childcare licensing policy and the qualifications that EC teachers attain. We examine secondary data from the National Survey of Early Care and Education merged with secondary policy data on childcare licensing policies for all 50 states. We use a series of linear and logistic regression models to understand how the policy stringency of childcare licensing predicts the attainment of educational degrees, EC certification, and professional development. We find more stringent policies predict teacher attainment of bachelor’s degrees in EC, certification, and professional development. Policy does not predict associate degree attainment in EC. Our finding that policy stringency aligns with qualification attainment demonstrates that policymakers can better target childcare licensing policies to promote qualification attainment among the EC workforce. This research can be used by 1) teacher education programs to illustrate how policies and regulatory standards influence the qualifications of the workforce that they prepare for careers in EC, and 2) policymakers to better craft and target childcare licensing policies that influence qualification attainment among their EC workforces.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"553 - 576"},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133826","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

Relational aspects of writer’s workshop in kindergarten: learning from Black boys who used their creativity and strength to speak back to the scripted curriculum 幼儿园作家工作坊的关系方面:向黑人男孩学习，他们用自己的创造力和力量来回应脚本课程

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-09-18 DOI: 10.1080/10901027.2022.2125463

Melissa Sherfinski

{"title":"Relational aspects of writer’s workshop in kindergarten: learning from Black boys who used their creativity and strength to speak back to the scripted curriculum","authors":"Melissa Sherfinski","doi":"10.1080/10901027.2022.2125463","DOIUrl":"https://doi.org/10.1080/10901027.2022.2125463","url":null,"abstract":"ABSTRACT Writer’s workshop is a popular curriculum opportunity in most US schools. This case study of two Black boys engaging in a Kindergarten writer’s workshop richly contextualizes their writing identities and practices. A critical childhood studies framework was used to show how Black boys and their White teachers improvised writing-related relationships. The research questions for the study were: (1) How did Black boys use creativity and strength to push back against the semi-scripted curriculum in Kindergarten writer’s workshop? (2) What can teachers and teacher educators learn from their examples? In the findings Black boys strove to think, understand, and practice writing freely and to use their personal and cultural resources outside the constraints of teaching scripts. However, when teachers did not navigate the semi-scripted curriculum, all the children were robbed of their writing identities but Black boys were most deeply affected. Reflection questions and suggestions for teacher educators and professional developers are designed to support the use of improvisational practices and African diaspora literacy in early childhood and elementary school writing contexts.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"577 - 597"},"PeriodicalIF":1.2,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481247","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