Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques

2016 ◽  
Vol 37 (1) ◽  
pp. 96-113 ◽  
Author(s):  
Suzanne Flannery Quinn ◽  
Lucy Parker
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
Teacher Trainees

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.

Talking Technologically in Preschool and School: Three Case Examples

1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Education ◽  
Early Childhood Teacher ◽  
Case Examples ◽  
The Third ◽  
Very Young Children ◽  
First Case ◽  
Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

scholarly journals USING PARTICIPATORY VISUAL METHODS TO TEACH CHARACTER EDUCATION IN EARLY CHILDHOOD IN KENYA

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Evans M. Olao ◽  
Bernard L. Misigo ◽  
Karsten Speck
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Early Childhood Teacher ◽  
Visual Methods ◽  
Youth Engagement ◽  
Educational Stakeholders ◽  
Individual Interviews ◽  
Open Coding ◽  
Multiple Case

<p>The rising cases of youth engagement in anti-social behaviour in Kenya present the need for educational stakeholders to invest in the teaching of character education. This paper has explored the use of participatory visual methods (PVM) in the teaching of character education. A multiple case-study design was used where eight grade three teachers were selected purposively. Data were generated through drawings, individual interviews and reflective journals. These were later analysed thematically through systematic open coding. The findings showed that PVM are learner centred and that they advance collaborative learning. This child-centeredness encouraged active learning and excitement among learners. It also boosted learners’ memories and overcame the language barriers that learners experience during communication in class. This paper concluded that participatory visual methods are new approaches as an alternative for better teaching of character education in early childhood. This conclusion has implications for early childhood teacher education on child-appropriate teaching styles to be used in character education. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team

2021 ◽  
pp. 183693912110103
Author(s):  
Andrew Gibbons ◽  
Sue Stover ◽  
Kiri Gould ◽  
Sandy Farquhar ◽  
Marek Tesar ◽  
...  
Keyword(s):  
Early Childhood ◽  
Interpersonal Relationships ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Well Being ◽  
Early Childhood Teacher ◽  
Early Childhood Curriculum ◽  
Dynamic View ◽  
Teaching Team

The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.

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