Early childhood teachers’ efficacy in the US rural Midwest: teaching culturally diverse learners

2017 ◽  
Vol 11 (2) ◽  
pp. 119-130 ◽  
Author(s):  
Julia Teresa Atiles ◽  
Jonathan Robert Douglas ◽  
Martha Allexsaht-Snider
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teacher Educators ◽  
Immigrant Students ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Starting Point ◽  
Significant Difference

Purpose The purpose of this study was to explore early childhood teachers’ sense of efficacy for working with immigrant children. In addition, this study examined the relationship of early childhood teachers’ sense of efficacy to their multicultural attitudes. Design/methodology/approach Ninety early childhood teacher participants completed a demographic questionnaire, as well as the Teachers’ Sense of Efficacy Scale, long form (Tschannen-Moran and Woolfolk Hoy, 2001) and Teacher Multicultural Attitude Survey (Ponterotito et al., 1998). Findings The statistical analysis resulted in a significant difference found between teachers’ sense of efficacy when working with Latinos versus when working with Marshallese students, t(82) = 4.64, p < 0.001, and that the teachers’ sense of efficacy was positively correlated with their multicultural attitudes score, r = 0.266, p = 0.013. Research limitations/implications The finding that early childhood teachers have differing levels of efficacy for working with different populations of immigrants, and that efficacy seems to be linked to multicultural attitudes, has implications for teacher educators and for professional development initiatives. Practical implications This appears to be an important starting point for professional learning efforts directed at teachers with lower levels of efficacy for working with their diverse students. Originality/value There was no prior research done focusing on different immigrant populations and the corresponding teachers’ sense of efficacy when working with them. The results shown support the idea that teachers’ multicultural attitudes appear to be significantly linked to their sense of efficacy, when working with immigrant students, especially within the area of student engagement.

scholarly journals Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

2018 ◽  
Vol 19 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Anna Rigmor Moxnes ◽  
Jayne Osgood
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Professional Practice ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Childhood Education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.

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.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Challenges and complexities of developing mentors’ practice: insights from new mentors

2018 ◽  
Vol 7 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Wendy Gardiner ◽  
Nina Weisling
Keyword(s):  
Professional Learning ◽  
Early Career ◽  
Primary Data ◽  
First Year ◽  
Content Type ◽  
Individual Interviews ◽  
Sense Of Efficacy ◽  
Teachers And Students ◽  
Axial Coding ◽  
Complex Relationships

Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.

scholarly journals Inquiry on early childhood teachers preparation and retention

2017 ◽  
Vol 38 (3) ◽  
pp. 61-72
Author(s):  
Krystyna Nowak-Fabrykowski ◽  
Mary Lou Aylor
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Professional Preparation ◽  
Early Childhood Educators ◽  
Early Childhood Teacher

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.

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.

Psychological hardiness as a mediator variable between workplace bullying and job anxiety among early childhood teachers: implications for healthcare

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghada Farghal Gaber Ahmed
Keyword(s):  
Early Childhood ◽  
Workplace Bullying ◽  
Early Childhood Teachers ◽  
Research Result ◽  
Working Environment ◽  
Homogeneous Sample ◽  
Content Type ◽  
Psychological Hardiness ◽  
The Relationship ◽  
Mediator Variable

Purpose Early childhood teachers play a significant role in building children’s success in their first years of school. Therefore, a healthy early childhood workforce in a healthy working environment is an essential aspect of effective early childhood services. This paper aims to explore the extent to which psychological hardiness can be considered as a mediator variable between exposure to workplace bullying and job anxiety among early childhood teachers. Design/methodology/approach A homogeneous sample comprised of 200 early childhood teachers. For data collection, the researcher used the workplace bullying scale, the psychological hardiness scale and the job anxiety scale among early childhood teachers (prepared by the researcher). Findings The findings indicated that psychological hardiness mediates the relationship between exposure to workplace bullying and job anxiety among early childhood teachers. Originality/value The research result highlighted the necessity of providing counseling programs for early childhood teachers helping them eliminate work stress that affects their job performance. In addition, the kindergarten administration must concentrate on how to effectively communicate and cooperate with early childhood teachers in light of regulations, policies and laws to defeat the spread of workplace bullying. The results of this research contributed to the existing literature by examining the relationship between the research variables, particularly in the early childhood education context.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

Toward a Participatory View of Early Literacies in Second Language Contexts

2019 ◽  
pp. 378-402
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Early Childhood Teachers ◽  
Language Context ◽  
Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

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