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How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation Journal of Early Childhood Teacher Education Pub Date : 2024-04-22 Haruka Konishi, Ronda Chesney
Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cogniti...
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Preservice teachers’ experiences navigating “adaptive learning” technology Journal of Early Childhood Teacher Education Pub Date : 2024-03-29 Melissa Sherfinski, Wen Juan Mo
This hermeneutic-phenomenological study, following the work of van Manen, examines how kindergarten and elementary preservice teachers experienced practicum and student teaching in classrooms affec...
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CORRECTION Journal of Early Childhood Teacher Education Pub Date : 2024-03-25
Published in Journal of Early Childhood Teacher Education (Vol. 45, No. 1, 2024)
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Differential long-term effects of a language-based professional development program on instructional support quality Journal of Early Childhood Teacher Education Pub Date : 2024-03-17 Stefanie Horner, Gisela Kammermeyer
The present study focused on the differential effects of two German PD programs in the ECEC field. We examined whether PD programs are equally effective for all ECEC professionals or whether ECEC p...
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Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies Journal of Early Childhood Teacher Education Pub Date : 2024-03-14 Alfredo Bautista, Kate E. Williams, Kerry Lee, Siu-Ping Ng
Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role t...
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Family practices in educator licensure: a content analysis of U.S. state requirements Journal of Early Childhood Teacher Education Pub Date : 2024-03-06 Jenna M. Weglarz-Ward, Maryssa Kucskar Mitsch, Jessica M Branch, Melissa Yarczower, Cyndy Anang
Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Edu...
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Sense of belonging among students preparing for early childhood-related careers Journal of Early Childhood Teacher Education Pub Date : 2024-03-09 Maria Fusaro, Tuka Almamori
The COVID-19 pandemic highlighted the need for higher education institutions to take a holistic approach to early childhood teacher preparation, which includes fostering students’ social connection...
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Editorial Journal of Early Childhood Teacher Education Pub Date : 2024-02-26 Judit Szente
Published in Journal of Early Childhood Teacher Education (Vol. 45, No. 1, 2024)
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Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families Journal of Early Childhood Teacher Education Pub Date : 2024-01-11 Yeji Kim, Jiyoung Kang
Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working ...
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Play-based assessment through a simulation-based widget: reflection to practice Journal of Early Childhood Teacher Education Pub Date : 2024-01-10 Krisztina Weiszhaupt, Kathleen Bastedo, Marisa Macy
As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...
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Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short Journal of Early Childhood Teacher Education Pub Date : 2023-12-06 Patricia M. Cooper, Erin M. Casey
Professional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlappin...
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Editorial Journal of Early Childhood Teacher Education Pub Date : 2023-12-06 Karen La Paro
Published in Journal of Early Childhood Teacher Education (Vol. 44, No. 4, 2023)
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“Homegrown” Latinx educator pathways: the challenges and possibilities for early childhood teacher education Journal of Early Childhood Teacher Education Pub Date : 2023-12-06 Marilyn Chu, Verónica N. Vélez, Daisy Padilla Torres
This study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching professi...
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CORRECTION Journal of Early Childhood Teacher Education Pub Date : 2023-12-06
Published in Journal of Early Childhood Teacher Education (Vol. 44, No. 4, 2023)
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“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education Journal of Early Childhood Teacher Education Pub Date : 2023-09-20 Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano
This 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 ch...
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Trauma-informed practice: A self-study examining the readiness of pre-service early years professionals Journal of Early Childhood Teacher Education Pub Date : 2023-09-21 Tina Bonnett, Elizabeth Gould, Courtney Gratton, Sumera Malik, Jenna Zinck
Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children...
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Preparing for partnership: Using dilemmas to help teacher candidates apply anti-bias praxis to problem solving Journal of Early Childhood Teacher Education Pub Date : 2023-09-14 Rebecca Anne Swartz, Laycee B. Thigpen
Teacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues . In this research, we examined how a cohort of teacher candidates (...
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Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators Journal of Early Childhood Teacher Education Pub Date : 2023-09-12 Alison Hooper, Myae Han, Martha Buell, Rena Hallam
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 wit...
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A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making Journal of Early Childhood Teacher Education Pub Date : 2023-09-11 Divya Varier, Sehyun Yun
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 amon...
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I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years Journal of Early Childhood Teacher Education Pub Date : 2023-08-30 Fiona Boylan, Lennie Barblett, Marianne Knaus
“I think I can, I think I can’ puffed “The Little Engine That Could.” The American folktale taught the value of optimism and hard work reflecting a growth mindset belief about abilities. A growth m...
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The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students Journal of Early Childhood Teacher Education Pub Date : 2023-06-23 Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi
Practicums as part of teacher education are important for teacher students’ professional development. Co-operative teachers support students’ learning during practicums, but in the early childhood ...
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STEM professional learning in early childhood education: A scoping review Journal of Early Childhood Teacher Education Pub Date : 2023-06-13 Amy MacDonald, Lena Danaia, James Deehan, Allan Hall
Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. How...
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Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity Journal of Early Childhood Teacher Education Pub Date : 2023-06-12 Adina Schick, Cassie Wuest, Rachel Lim, Gigliana Melzi
Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and deliv...
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On the development of young learners of English (YLE) teachers’ vision of an ideal class Journal of Early Childhood Teacher Education Pub Date : 2023-06-11 Narges Zareian, Mohammad Hadi Mahmoodi, Mohammad Ahmadisafa
A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety durin...
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Building up formative assessment practices through action research: A study in early childhood teacher education Journal of Early Childhood Teacher Education Pub Date : 2023-05-29 Selda Aras
Despite the developments and examples of effective practice, it is asserted that early childhood teachers encounter difficulties while utilizing formative assessment in their classrooms and the deb...
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The impact of DEC’s EI/ECSE standards on high-quality personnel preparation and inclusive services Journal of Early Childhood Teacher Education Pub Date : 2023-05-12 Cynthia O. Vail, Jennifer Kilgo
Published in Journal of Early Childhood Teacher Education (Vol. 44, No. 2, 2023)
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Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators Journal of Early Childhood Teacher Education Pub Date : 2023-05-11 Beatrice S. Fennimore
This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is define...
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Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators Journal of Early Childhood Teacher Education Pub Date : 2023-05-09 Myriam Chrétien-Vincent, Marie Grandisson, Chantal Desmarais, Élise Milot
When early childhood educators include autistic children, they require information about these children’s needs and strategies to promote their participation in daycare activities. As there are man...
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A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs Journal of Early Childhood Teacher Education Pub Date : 2023-04-08 Leslie La Croix, Julie K. Kidd, Heather Walter, Deborah Stone, Daniel Ferguson, Carley Fisher-Maltese, Bweikia Steen, Colleen Vesely
ABSTRACT Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood
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Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics Journal of Early Childhood Teacher Education Pub Date : 2023-03-31 Konstantinos Lavidas, Irini Skopeliti, Konstantinos Zacharos, Efthimios-Panagiotis Panagiotounakos
Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool set...
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An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures Journal of Early Childhood Teacher Education Pub Date : 2023-03-20 Julie Dwyer, Rachel E. Schachter, Alessandra E. Ward
Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasize...
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Putting antiracism into action in teacher education: Developing and implementing an Antiracist Pedagogy Course Audit Journal of Early Childhood Teacher Education Pub Date : 2023-03-19 Colleen K. Vesely, Amber B. Sansbury, Meagan Call-Cummings, Stephanie Dodman, Xiaowen Chen, Neesa N’Diaye, Canaan Bethea, Elizabeth DeMulder, Toya Frank, Bethany Letiecq, Beverly Shaklee, Jenice View
Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting ...
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Early childhood teacher workplace stress and classroom practices Journal of Early Childhood Teacher Education Pub Date : 2023-03-15 Ruby Natale, Jhonelle Bailey, Ellen Kolomeyer, Jenna Futterer, Maite Schenker, Rebecca Bulotsky-Shearer
Teaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus...
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The evolving identity of blended early childhood preparation: a retrospective history Journal of Early Childhood Teacher Education Pub Date : 2023-02-05 Ann M Mickelson, Vicki D Stayton, Vivian I Correa
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
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The tradition of early childhood personnel preparation standards alignment analysis Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 Ann M. Mickelson, Vicki D. Stayton, Lynette K. Chandler, Katherine B. Green, Natalie Danner, Cynthia O. Vail, Judy Swett, Hazel Jones, Sandra H. Robbins
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
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“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 Naomi L. Rahn, Kristen Linzmeier, Brooke Winchell
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 culturall...
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Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons Journal of Early Childhood Teacher Education Pub Date : 2023-01-13 Amber H. Beisly, Vickie E. Lake, Rae Ross, Boo-Young Lim
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 instructi...
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Strengthening preservice educator reflective practice through the use of personnel preparation standards Journal of Early Childhood Teacher Education Pub Date : 2023-01-11 Megan L. Purcell, Sara A. Schmitt
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
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“I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic Journal of Early Childhood Teacher Education Pub Date : 2022-12-26 Sherry Sanden, Amanda Quesenberry
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 a...
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Framework and suggestions for kindergarten to third grade teachers in managing asthma and other related chronic illnesses Journal of Early Childhood Teacher Education Pub Date : 2022-12-14 Stacey Neuharth-Pritchett, Sofia Hirt, Yvette Q. Getch, Ethan J. Schilling
Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditio...
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Pedagogical adaptability as an essential capacity: reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction Journal of Early Childhood Teacher Education Pub Date : 2022-12-01 Jennifer J. Chen
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 en...
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Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections Journal of Early Childhood Teacher Education Pub Date : 2022-11-30 Soo-Young Hong, Erin Hamel, Yuenjung Joo, Anna Burton
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 pra...
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Integration of ECE and EI/ECSE personnel preparation standards: going beyond alignment Journal of Early Childhood Teacher Education Pub Date : 2022-11-21 Kyunghwa Kay Park, Chavis Lickvar-Armstrong, Eva M. Horn
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 Council for Exceptional Children (CEC) & Division for
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The well-being of head start teachers: a scoping literature review Journal of Early Childhood Teacher Education Pub Date : 2022-11-21 Deborah Wilson, Corinne Plesko, Teresa N. Brockie, Nancy Glass
Attention to students’ socio-emotional, behavioral, and academic outcomes raises important considerations for the psychological well-being of teachers, especially Head Start teachers who often work...
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Online practicum during pandemic: “they’re in the classroom but i’m online” Journal of Early Childhood Teacher Education Pub Date : 2022-11-16 Seda Saraç, Betül Tarhan, Hülya Gülay Ogelman
The study aims to reveal preschool teacher candidates’ online practicum experiences during the pandemic – the teacher candidates connected to preschool classes online while the children were face-t...
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Environmental education in pre-school teacher training programs in Vietnam: situations and challenges Journal of Early Childhood Teacher Education Pub Date : 2022-10-27 Uyen Tran Ho, Ben A Lepage, Wei-Ta Fang
In this study, the environmental education (EE) component of the pre-school teacher training programs at six (6) universities in Vietnam were examined to identify the challenges of implementing EE ...
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Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms Journal of Early Childhood Teacher Education Pub Date : 2022-10-27 Corinne Catalano, Helenrose Fives, Nicole Barnes
ABSTRACT We developed and validated an instrument, the Teacher Self-efficacy for Teaching Students with ASD Inclusive Early Childhood Classrooms Scale: TSE-ASDI/EC, to determine teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms. We engaged in literature and expert reviews followed by cognitive pre-testing with pre-service and in-service
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Conceptualizing coaching within the home visiting field Journal of Early Childhood Teacher Education Pub Date : 2022-10-19 Bridget A. Walsh, Mark S. Innocenti, Patricia H. Manz, Start Early, Gina A. Cook, Hyun-Joo Jeon
Coaching has received attention in early childhood education, early intervention, and family science. In the home visiting field, coaching is a distinct professional development tool to improve hom...
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Emerging professional identities: motivations for choosing early education as a minor subject in Finland Journal of Early Childhood Teacher Education Pub Date : 2022-10-19 Niina Salonen, Sari Havu-Nuutinen
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 ...
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Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs Journal of Early Childhood Teacher Education Pub Date : 2022-09-21 Larisa Callaway-Cole, Talya Drescher
Two instructors collaborated across programs in a School of Education to bring mixed reality simulation to preservice early childhood educators in an effort to utilize content knowledge to practice...
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How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study Journal of Early Childhood Teacher Education Pub Date : 2022-09-20 Joanna Englehardt, Christopher P. Brown
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...
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How policy can help prepare early childhood teachers: the alignment between state childcare licensing policy and teacher qualification attainment Journal of Early Childhood Teacher Education Pub Date : 2022-09-20 Larra Rucker, Anna Zajicek, Brinck Kerr
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
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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 Journal of Early Childhood Teacher Education Pub Date : 2022-09-18 Melissa Sherfinski
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:
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Mentor and evaluator perspectives on North Carolina’s early educator support program: a qualitative study Journal of Early Childhood Teacher Education Pub Date : 2022-09-15 Elisa Staniece, Archana V. Hegde, Lyndsey Graham, Virginia C. Stage
ABSTRACT The mentoring and evaluating process enhances quality of teachers’ serving in early childhood programs. The Early Educator Support (EES) Program is a new model of mentoring and coaching that aims to lend support to PreK teachers’ working in nonpublic school settings. In this qualitative study, we examined the lived experiences of 12 mentors and evaluators serving in the EES program using in-depth
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Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development Journal of Early Childhood Teacher Education Pub Date : 2022-07-27 Kathryn E. Boonstra, Helen Rose Miesner, Elizabeth Graue, Eric Grodsky
ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of
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Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy Journal of Early Childhood Teacher Education Pub Date : 2022-07-22 Michelle Schladant, Lydia Ocasio-Stoutenburg, Christina Nunez, Monica Dowling, Rebecca Shearer, Jhonelle Bailey, Austin Garilli, Ruby Natale
ABSTRACT Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC’s Early Intervention/Early Childhood Special Education (EI/ECSE) Standards to increase general early
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A qualitative examination of early childhood educators’ participation in professional learning: investigating social constructionist understandings of quality Journal of Early Childhood Teacher Education Pub Date : 2022-07-15 Veronica Pacini-Ketchabaw, Kathleen Kummen, B. Denise Hodgins
ABSTRACT Despite the burgeoning literature that describes the most effective ways of engaging early childhood educators in professional learning, very little empirical work in North America has examined the processes, dialogs, and engagements in which educators participate to address quality as a social construct. This article (1) describes a model of professional learning trialed in western Canada
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Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts Journal of Early Childhood Teacher Education Pub Date : 2022-07-12 Christopher P. Brown, Da Hei Ku, Kate Puckett, David P. Barry
ABSTRACT Policymakers’ neoliberal reforms have negatively altered early childhood teaching and teacher education. In doing so, these policies make it difficult for preservice teachers to learn how to engage in pedagogical practices that sustain their students’ sociocultural worlds. To address this issue, we utilized case study methodology to examine how a sample of preservice teachers (n = 5) struggled
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Profiles of early childhood special educator well-being Journal of Early Childhood Teacher Education Pub Date : 2022-06-28 Heather L. Walter, Elisabeth L. Kutscher, Harriet B. Fox, Elizabeth D. Tuckwiller
ABSTRACT Early childhood special education (ECSE) teachers report high levels of stress, but little is known about the well-being of educators working with young children with disabilities. This study explores latent class analysis of early childhood special educator well-being, based on multidimensional measures of mental health and well-being to investigate whether qualitatively different subgroups
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Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy Journal of Early Childhood Teacher Education Pub Date : 2022-06-12 Demi G. Siskind, Karen M. LaParo, Danielle A. Crosby, Linda Hestenes, Julia Mendez Smith
ABSTRACT Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse