Journal of Early Childhood Teacher Education最新文献_第9页

The role of practice-based experiences in undergraduates’ infant/toddler caregiving competencies 基于实践的经验在大学生婴幼儿看护能力中的作用

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-04 DOI: 10.1080/10901027.2021.1954566

M. Fusaro, Christine. N. Lippard, G. Cook, Kalli B. Decker, C. Vallotton

{"title":"The role of practice-based experiences in undergraduates’ infant/toddler caregiving competencies","authors":"M. Fusaro, Christine. N. Lippard, G. Cook, Kalli B. Decker, C. Vallotton","doi":"10.1080/10901027.2021.1954566","DOIUrl":"https://doi.org/10.1080/10901027.2021.1954566","url":null,"abstract":"ABSTRACT Practice-based coursework in higher education programs is considered a critical aspect of early childhood practitioner preparation. Many undergraduates also have formal (e.g., childcare) or informal (e.g., nannying, babysitting) work experience outside of their degree programs, which may influence their caregiving competencies. In this study we used an online survey to investigate how undergraduates’ practice-based experiences, both educational and work-related, influence their knowledge about young children’s development and aspects of their infant/toddler (I/T) caregiving skills over the course of an academic term (e.g., semester). At the beginning of the term, we found that both formal and informal work experience supported undergraduates’ (N = 1302) knowledge of I/T development, and that prior practicum coursework was significantly associated with both knowledge of I/T development and caregiving skills, as assessed by responses to caregiving vignettes. At the end of the term, predictors of change in undergraduates’ (N = 952) skills for working with young children were enrollment in a second or later practicum course and formal work experience. In contrast, informal work experience was associated with change in knowledge of I/T development. Implications for I/T teacher preparation within higher education are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"540 - 553"},"PeriodicalIF":1.2,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1954566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46162635","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

Knowledge dissemination among early childhood staff members: a promising pathway for professional learning 幼儿工作人员的知识传播：专业学习的一条很有前途的途径

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-02 DOI: 10.1080/10901027.2021.1954567

Travis Cramer, Joana Canto Porto de Moraes, A. McKenna, Kelsey Keays Hagerman, LaRue Allen

{"title":"Knowledge dissemination among early childhood staff members: a promising pathway for professional learning","authors":"Travis Cramer, Joana Canto Porto de Moraes, A. McKenna, Kelsey Keays Hagerman, LaRue Allen","doi":"10.1080/10901027.2021.1954567","DOIUrl":"https://doi.org/10.1080/10901027.2021.1954567","url":null,"abstract":"ABSTRACT This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse urban district. We find that staff reported exchanging information through formal channels (e.g., scheduled staff meetings) and informal channels (e.g., extemporaneous meetings, advice-seeking interactions); our findings suggest that informal channels may be especially prevalent and consequential to ECE staff’s professional learning. ECE professionals explained that they sought certain colleagues for information/advice primarily based on the colleague’s expertise but also because of a colleague’s job title and their familiarity with that colleague. Lastly, we find that nearly half of staff reported sharing information they received from off-site professional development with colleagues at their ECE center.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"554 - 567"},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524611","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: 5

Achievement goals as predictors of female pre-service elementary school teachers’ self-efficacy for learning math in a methods course 成就目标对女职前小学教师数学方法课程学习自我效能感的预测作用

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-02 DOI: 10.1080/10901027.2021.1955052

Alyssa R. Gonzalez-DeHass, Joseph M. Furner, María D. Vásquez-Colina, J. Morris

{"title":"Achievement goals as predictors of female pre-service elementary school teachers’ self-efficacy for learning math in a methods course","authors":"Alyssa R. Gonzalez-DeHass, Joseph M. Furner, María D. Vásquez-Colina, J. Morris","doi":"10.1080/10901027.2021.1955052","DOIUrl":"https://doi.org/10.1080/10901027.2021.1955052","url":null,"abstract":"ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"568 - 587"},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44141957","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

Supporting teacher candidates’ use of early childhood formative assessment to promote positive outcomes for young children 支持教师候选人使用幼儿形成性评估来促进幼儿的积极成果

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-07-26 DOI: 10.1080/10901027.2021.1957045

Kristine M. Calo

引用次数: 0

Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge 学前STEM专业学习模式对教育工作者态度、信念、信心和知识的实验影响

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-04-25 DOI: 10.1080/10901027.2021.1911891

Alissa A. Lange, Irena Nayfeld, Hagit Mano, Kwanghee Jung

{"title":"Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge","authors":"Alissa A. Lange, Irena Nayfeld, Hagit Mano, Kwanghee Jung","doi":"10.1080/10901027.2021.1911891","DOIUrl":"https://doi.org/10.1080/10901027.2021.1911891","url":null,"abstract":"ABSTRACT Early science, technology, engineering, and math (STEM) education matters for young children’s learning and their academic trajectories (McClure et al., 2017), but teachers must be empowered and supported to effectively teach STEM subjects to all children, including dual language learners (DLLs). This study focused on a curriculum-agnostic professional learning model (Brenneman, Lange, & Nayfeld, 2019), which was co-developed with educators to positively impact attitudes, beliefs, confidence, knowledge, and ultimately, teaching practice for preschool teachers around teaching STEM and working with DLLs. Forty-seven lead preschool teachers were randomly assigned to treatment or control conditions. Treatment teachers participated in over two years of connected, reflective, multi-level experiences linked to their practice. Results showed positive effects on intervention teachers’ attitudes, beliefs, and confidence towards teaching science, math, and working with dual language learners compared to control teachers. Treatment teachers also exhibited significant increases in pedagogical and content knowledge related to teaching STEM and working with DLLs, but no significant impacts on knowledge of teaching math (numeracy). Implications and future directions are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"509 - 539"},"PeriodicalIF":1.2,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1911891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888133","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: 10

Becoming trauma-informed: a case study of early educator professional development and organizational change 创伤知情：早期教育工作者职业发展与组织变革的个案研究

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-04-03 DOI: 10.1080/10901027.2021.1918296

Anne L. Douglass, Rachel Chickerella, M. Maroney

{"title":"Becoming trauma-informed: a case study of early educator professional development and organizational change","authors":"Anne L. Douglass, Rachel Chickerella, M. Maroney","doi":"10.1080/10901027.2021.1918296","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918296","url":null,"abstract":"ABSTRACT An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new TIC practices by both teachers and administrators building organizational capacity to improve and sustain these practices.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"42 1","pages":"182 - 202"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106101","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: 12

Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior 父母暴力背景下幼儿教育工作者提供支持的意向:计划行为理论的贡献

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-04-03 DOI: 10.1080/10901027.2021.1918295

Véronique Menand, Marie-Ève Clément, J. April

{"title":"Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior","authors":"Véronique Menand, Marie-Ève Clément, J. April","doi":"10.1080/10901027.2021.1918295","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918295","url":null,"abstract":"ABSTRACT Because of their frequent and regular contact with families, early childhood educators (ECEs) have the opportunity to get to know parents and forge bonds with them. They may also witness parental violence and be asked to provide support as parent ask for advice. In the context of parental violence, ECEs support can be directed toward the parents (e.g., reporting them to the child protective services) or in collaboration with the parents (e.g., referring them to a community resource). Consistent with the theory of planned behavior, this study aims to examine determinants associated with parental support intentions in parental violence situations and to examine background factors associated with those determinants. This study uses data from an online survey conducted with 213 ECEs. The results show that ECEs’ intention of support in parental violence situations is predicted by three domains of determinants: attitudes, subjectives norms and perceived behavior control. This study is the first to explore ECEs’ intentions to provide both parent-directed and collaborative support intentions in parental violence situations. Results outline the important role played by ECEs in the prevention of child abuse and highlight the necessity of training and supporting them in their relations with families.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"42 1","pages":"162 - 181"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004320","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

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education 识别中小学的压力源、缓冲和支持:对教师教育的影响

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-04-03 DOI: 10.1080/10901027.2021.1918294

Erin Tebben, Sarah N. Lang, Eliza B. Sproat, Jovanna Tyree Owens, Sydney Helms

{"title":"Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education","authors":"Erin Tebben, Sarah N. Lang, Eliza B. Sproat, Jovanna Tyree Owens, Sydney Helms","doi":"10.1080/10901027.2021.1918294","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918294","url":null,"abstract":"ABSTRACT Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers’ experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers’ own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"42 1","pages":"143 - 161"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46183250","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

Preparing early childhood professionals to support the social welfare of young children 培养幼儿专业人员支持幼儿的社会福利

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-04-03 DOI: 10.1080/10901027.2021.1923758

Marisa Macy, J. Szente

引用次数: 0

Notes to home: supporting pre-service early childhood education teachers in building authentic family relationships 家书:支持职前幼儿教育教师建立真实的家庭关系

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-03-29 DOI: 10.1080/10901027.2021.1902436

C. Brennan, Miriam Packard

引用次数: 0