Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.

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

Teacher Education for Ethical Professional Practice in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1668-2.ch007 ◽

2016 ◽

pp. 143-164 ◽

Cited By ~ 3

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.

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Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch002 ◽

2021 ◽

pp. 16-32

Author(s):

Cristina Honrubia Montesinos ◽

Pedro Gil-Madrona ◽

Luisa Losada-Puente

Keyword(s):

Professional Development ◽

Early Childhood ◽

Physical Education ◽

Teacher Professional Development ◽

Motor Development ◽

Early Childhood Teachers ◽

Early Childhood Teacher ◽

Personal Perspective ◽

Teacher Professional ◽

Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

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Early Childhood Teacher Professional Development on Technologies for Young Children

Handbook of Research on Empowering Early Childhood Educators With Technology - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6888-0.ch006 ◽

2021 ◽

pp. 102-126

Author(s):

Lynn Hartle ◽

Diane Bales ◽

Katherine Gardner ◽

Kelsey MacLeod ◽

Megan DeFluri ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Young Children ◽

Teacher Professional Development ◽

Information And Communications Technology ◽

Early Childhood Teacher ◽

Shared Decision ◽

Mandated Curriculum ◽

Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

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