Preparing Teachers for Inclusive Education: The Development of a Unified Teacher Education Program in Early Childhood and Early Childhood Special Education

1994 ◽  
Vol 17 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Kristen M. Kemple ◽  
Lynn C. Hartle ◽  
Vivian I. Correa ◽  
Lise Fox
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Early Childhood ◽  
Inclusive Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Special Education

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program

2018 ◽  
Vol 17 (2) ◽  
pp. 88-103
Author(s):  
Christopher P Brown ◽  
Joanna Englehardt
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Academic Performance ◽  
Young Children ◽  
Education Program ◽  
Early Education ◽  
Teacher Education Program ◽  
Technology In The Classroom

The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new set of challenges for early educators who seek to resist this neoliberal shift toward individualism and the framing of education as a process of learning, earning, and consuming. The case study examined in this article begins to address this issue by investigating how utilizing iPads in the process of becoming a teacher affected a sample of preservice teachers’ articulations of their roles as educators. Investigating and analyzing their experiences provides members of the early childhood community with steps they might take to assist early educators in framing their roles as teachers through democratic conceptions of practice that they can then implement within their early education context.

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