scholarly journals Teachers’ Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study

2021 ◽  
pp. 073428292110191
Author(s):  
Wenwen Yang ◽  
Eero Laakkonen ◽  
Maarit Silvén
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Measurement Invariance ◽  
Cultural Context ◽  
Professional Competence ◽  
Factor Model ◽  
Short Form ◽  
Qualified Teachers ◽  
Childhood Education

This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015) , in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

scholarly journals The learning trajectory of emerging professionalism: A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity

2020 ◽  
Vol 21 (4) ◽  
pp. 297-311
Author(s):  
Silja Lamminmäki-Vartia ◽  
Saila Poulter ◽  
Arniika Kuusisto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Learning Process ◽  
World View ◽  
Teacher Professionalism ◽  
Learning Trajectory ◽  
Childhood Education ◽  
Education And Care ◽  
Value Learning

This article examines the learning trajectory of the emerging professionalism of Finnish early childhood education and care student teachers, focusing in particular on their professionalism in early childhood education and care world-view education in the context of cultural and world-view superdiversity. Of specific interest here is what students postulate as meaningful in their professional learning processes and why, and what kinds of directions this value-learning process has taken. The data was generated over a year-long learning process in a group with seven early childhood education and care students and six in-service early childhood education and care teachers through survey responses, reflective learning diaries and retrospective in-depth interviews with the students. Using the Kuusisto and Gearon (2017a) value-learning-trajectory model as an analytical tool, the findings are presented through an in-depth case study depicting one student’s learning throughout the process and across the data sets. To conclude, the conceptual working model is developed further to depict the development of emergent early childhood education and care teacher professionalism with a particular focus on world-view education and early childhood education and care superdiversity.

scholarly journals Perceptions of Heritage among Students of Early Childhood and Primary Education

2021 ◽  
Vol 13 (19) ◽  
pp. 10636
Author(s):  
José A. López-Fernández ◽  
Silvia Medina ◽  
Miguel J. López ◽  
Roberto García-Morís
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Cultural Heritage ◽  
Student Teachers ◽  
Primary Education ◽  
Childhood Education ◽  
Heritage Education ◽  
Local Material ◽  
Bachelor's Degrees

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

scholarly journals Interactions between children and their early childhood educators: The effect of cultural match on communication

2019 ◽  
Vol 44 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Gwendalyn Webb ◽  
Cori Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Care Setting ◽  
Early Childhood Setting ◽  
Cultural Match ◽  
Childhood Education ◽  
Education And Care ◽  
Aboriginal Children

This paper describes the findings of research into children’s interactions with educators who were of the same or different culture from that of the children. The research investigated the effect of cultural context on the children’s communication and the quality of their interactions in one mainstream early childhood setting. Aboriginal and non-Aboriginal educators were video-recorded interacting with Aboriginal and non-Aboriginal children in an early childhood education and care setting. The interactions between the children and their educators were categorised according to whether the culture of the educator matched that of the child (cultural match), or not (cultural non-match). The interactions were transcribed and the children’s communication analysed across a variety of linguistic measures. Results indicated that the children’s communication with their educators differed in qualitative but not quantitative measures in response to cultural match. These findings support the need for further research in this area.

scholarly journals The Impact of Distance Learning Implementation in Early Childhood Education Teacher Profesional Competence

2021 ◽  
Vol 5 (2) ◽  
pp. 1815-1824
Author(s):  
Andrisyah Andrisyah ◽  
Asih Nur Ismiatun
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Professional Competence ◽  
Professional Competencies ◽  
Cluster Sampling ◽  
Childhood Education ◽  
Use Of Technology ◽  
Teacher Professional ◽  
The Impact

Covid-19 pandemic has an impact on early childhood education. This presents a major challenge for Early Childhood Education educators to improve their professional competence so that they can adapt to conditions in the current Covid-19 pandemic and respond to challenges in the era of society 5.0. The purpose of this study was to analyze the impact of distance learning on ECE teachers’ professional competencies. Sampling used cluster sampling techniques. This study involved 30 ECE teachers from three provinces on the island of Java. The method used is descriptive qualitative. Data collection techniques used open questionnaires containing indicators of ECE teacher’s professional competencies. The results showed that 30 ECE teachers in three provinces increased their professional competence especially in the use of technology that supports distance learning. support from government and institutions, is needed in improving teacher professional competence in the form of training that can reach all ECE teachers in Indonesia as a step towards facing the era of society 5.0.

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