Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study

2020 ◽  
Author(s):  
Joseph S. Agbenyega ◽  
Sunanta Klibthong
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Teaching Practices ◽  
Early Childhood Teachers ◽  
Teachers Experiences ◽  
Inclusive Teaching

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

scholarly journals Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

2021 ◽  
pp. 518-534
Author(s):  
Ahmet Simsar ◽  
Ithel Jones
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Early Childhood Teachers ◽  
Efficacy Beliefs ◽  
Mentor Teachers

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

scholarly journals A Qualitative Study of Teachers’ Perceptions of Children’s Physical Activity and Learning in Preschool

2019 ◽  
Vol 14 (2) ◽  
pp. 141
Author(s):  
Waode Eti Hardiyanti ◽  
Muhammad Ilham
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Qualitative Study ◽  
Learning Process ◽  
Early Childhood Teachers ◽  
Physical Activities ◽  
Learning Materials ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Children’S Physical Activity

AbstractThe aimed of this research is to examine teachers’ perception of physical activity that can indicate the level of physical activities displayed in children’s classroom. Semi-formal interviews were conducted with six early childhood teachers. Results of the study indicated that early childhood teachers used physical activity to promote the learning materials. The teachers stated that through their physical activities, children might develop a better comprehension of academic concepts. The teachers also reported that children’s positive attitudes improved when physical activity was undertaken, particularly evidenced by an increase in children’s confidence and enthusiasm during the learning process. However, inadequate opportunity to include physical activity in preschool due to limited equipment, deterred teachers from truly facilitating the physical activities of children. The teachers were also concerned that their ability and understanding to accommodate physical activity may not be adequate for the children. Therefore, underpinning the teacher’s role with training may be required in order to cover the children’s needs to actively engage in physical activities as mentioned in curriculum.

Sign in / Sign up

Export Citation Format

Share Document