Continuity and change in the visions of childhood in head start: Implications for early childhood teacher educators

2003 ◽  
Vol 24 (3) ◽  
pp. 189-198
Author(s):  
Michelle J. Neuman
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Teacher Educators ◽  
Early Childhood Teacher ◽  
Continuity And Change

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

2018 ◽  
Vol 19 (2) ◽  
pp. 199-205
Author(s):  
Samara Madrid Akpovo ◽  
Lydiah Nganga
Keyword(s):  
Early Childhood ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Field Experiences ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Majority World ◽  
Early Childhood Professional ◽  
Childhood Professional

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities regarding Subjectivity and Feminism

2005 ◽  
Vol 6 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Hillevi Lenz Taguchi
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Educators ◽  
Power Production ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Regulatory Regimes

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of ‘getting outside’ of the regulatory regimes of power production through practices of ‘getting personal’, and asks just how much freedom is possible, even given overtly ‘emancipist’ teaching.

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