Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis

2022 ◽  
Vol 111 ◽  
pp. 103627
Author(s):  
Jennifer J. Chen
Keyword(s):  
Early Childhood ◽  
Interpretative Phenomenological Analysis ◽  
Early Childhood Teachers ◽  
Phenomenological Analysis ◽  
First Year ◽  
Stress Resilience ◽  
Self Compassion

scholarly journals Media educational consciousness of early childhood student teachers: A critical case-description and a suggestion for a cross-curricular framework

2019 ◽  
Author(s):  
Pekka Mertala ◽  
Saara Salomaa
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Digital Media ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Media Education ◽  
First Year ◽  
Curricular Framework ◽  
Empirical Context

The need for media education in early childhood teacher education has been regularly emphasized. However, the questions of what and how student teachers should be taught about media education have remained unanswered. This paper contributes to resolving these questions by introducing the concept of media educational consciousness which we argue to be crucial for 21st century early childhood teachers and, thus, for teacher education. A compulsory digital media course for first year student teachers provides the empirical context for this paper. By using students’ learning diaries as data we will demonstrate that the more aware teachers are of their underlying conceptions, the more potential there is for personal professional reflection and development.

scholarly journals Exploring the Lived Experience, Meaning and Imperatives of Fatherhood: An Interpretative Phenomenological Analysis

2016 ◽  
Vol 8 (9) ◽  
pp. 139 ◽  
Author(s):  
Narges Eskandari ◽  
Masoumeh Simbar ◽  
Abou Ali Vadadhir ◽  
Ahmad Reza Baghestani
Keyword(s):  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Transition To Parenthood ◽  
Phenomenological Study ◽  
Well Being ◽  
Phenomenological Analysis ◽  
First Year ◽  
Time Data ◽  
Roles And Responsibilities ◽  
Essential Knowledge

<p><strong>INTRODUCTION:</strong> There have been considerable changes in the concept and meaning of fatherhood in the past few decades and a lot of studies has down in this area, but there is no information about fathering and fatherhood from Iranian perspective, thus present study designed to explore the men's understanding of fathering and paternal role during their first year of transition to parenthood.<strong> </strong></p><p><strong>METHOD: </strong>This phenomenological study included accounts of 17 Iranian fathers, who had experienced fathering for the first time. Data was analyzed using the Interpretative Phenomenological Analysis (IPA) approach.</p><p><strong>RESULTS: </strong>The results reveal that a father is a man who reproduces a child and accepts the responsibility for supporting his family as the fulcrum. A father is a good-tempered, faithful, patient and hardworking man with essential knowledge and proficiency. A father should accept his role as the father. He is also expected to participate actively in dealing with family daily issues, value and promote the health and well-being of his children, and have skills of self-management and self-care.</p><p><strong>CONCLUSION:</strong> Iranian fathers not only committed to play their traditional roles and responsibilities, but also welcome new roles such as constantly being with their children and providing emotional support to them.</p>

scholarly journals Romance or Reality?: Examining Burnout in early Childhood Teachers

2005 ◽  
Vol 30 (3) ◽  
pp. 53-58 ◽  
Author(s):  
Karen Noble ◽  
Kym Macfarlane
Keyword(s):  
Early Childhood ◽  
Teacher Attrition ◽  
Secondary School Teachers ◽  
Early Childhood Teachers ◽  
Teaching Profession ◽  
Early Career ◽  
First Year ◽  
Childhood Education ◽  
Education And Care ◽  
Primary And Secondary School

Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in comparison to primary and secondary school teachers who reported more gradual and consistent increases over the initial stages of their careers. The authors of this paper explore these significant statistics and call for further research to be conducted into how early career burnout develops in early childhood teachers. Such an exploration may assist in the reduction of burnout across the early childhood education and care (ECEC) sector.

Sociocultural Education and Empathy in Early Childhood: Analyzing The Battle of Gallipoli

2019 ◽  
Vol 47 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Yusuf Keskin ◽  
Sevgi Coşkun Keskin ◽  
Ayşegül Kırtel
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Pilot Study ◽  
Interpretative Phenomenological Analysis ◽  
Thinking Skills ◽  
Phenomenological Analysis ◽  
Preschool Curriculum ◽  
Important Place ◽  
Main Application

We aimed to set a precedent for the sociocultural education of preschool children by qualitatively analyzing the Battle of Gallipoli, which has an important place in Turkish history. An interpretative phenomenological analysis was carried out in 2 stages with groups of 6-year-old children: a pilot study (n = 11) and the main application (n = 13). In the main application, participants completed a series of activities, comprising listening to songs, participating in drama skits, drawing pictures, and writing letters. The main aim of these activities was to determine participants' level of empathic thinking skills. Our findings showed that, within the context of sociocultural education, 6-year-old children can empathize and use dynamic and static imagination types, and that they have a sense of history and understand the concept of time. Thus, we recommend that sociocultural education topics be included in the current preschool curriculum in Turkey.

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