scholarly journals The Process of Negotiating Qualitative Researcher’s Role as a Facilitator with Participant Early Childhood Teachers: Constructing the Culture of Facilitator within Early Childhood Classroom

2016 ◽  
Vol 19 (3) ◽  
pp. 1-38
Author(s):  
강진주
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Early Childhood Classroom

Technology and its Role in Teacher Education

2010 ◽  
pp. 94-113 ◽  
Author(s):  
Zelda McMurtry ◽  
Candice Burkett
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Early Childhood Teachers ◽  
Teacher Education Programs ◽  
Early Childhood Classroom ◽  
Education Programs ◽  
Technology Tools ◽  
Technology Teacher

This chapter discusses technology and its role in teacher education. In order for technology to reach the early childhood classroom, it must first reach the classroom of the teacher education programs. The effect of self-efficacy on preschool teachers use and understanding of technology may influence their instructional applications. Early childhood faculty come from the same career pool as early childhood teachers and may share the same beliefs that practitioners have concerning technology. Teacher education programs have a responsibility to produce professionals who are literate in technology tools and applications.

Barriers to the Use of Games-Based Learning in Pre-School Settings

2022 ◽  
pp. 1639-1654
Author(s):  
Dionysios Manesis
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Digital Games ◽  
Early Childhood Classroom ◽  
School Teachers ◽  
Public And Private ◽  
Major Barrier ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Adoption And Implementation

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

Barriers to the Use of Games-Based Learning in Pre-School Settings

2020 ◽  
Vol 10 (3) ◽  
pp. 47-61
Author(s):  
Dionysios Manesis
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Digital Games ◽  
Early Childhood Classroom ◽  
School Teachers ◽  
Public And Private ◽  
Major Barrier ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Adoption And Implementation

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

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