在实地工作经历中建立合作伙伴关系,促进循证实践

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gospel Y. Kim, Kathleen N. Tuck, Jennifer A. Kurth
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引用次数: 0

摘要

在幼儿教育中,实施循证实践(EBPs)对于提高儿童的发展成果至关重要。虽然教育者预备课程通常涵盖了 EBPs 的内容知识,但这些知识在实地工作环境中的应用却很有限。这导致幼儿教育机构很少实施 EBPs,突出表明需要更好的策略。促进教育工作者实施 EBPs 的一个有效方法是在实地工作经验中融入行为技能培训(BST)模式。将行为技能培训纳入儿童早期教育工作者准备课程,可以培养团队成员之间强有力的合作关系,促进EBPs的识别和有意使用,以支持个别儿童的学习和发展。我们在实地工作经验中描述了这种新的协作伙伴关系模式,以展示职前教育者、在职教育者和师范教育者如何在影响彼此的表现方面发挥关键作用。这种合作旨在促进 EBPs 的实施,从而改善儿童的发展成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices

Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices

In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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