12. Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education

2019 ◽  
pp. 217-241
Author(s):  
Larissa Jenkins ◽  
Elisabeth Duursma ◽  
Catherine Neilsen-Hewett
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Bilingual Children

scholarly journals Awakening Pre-service Teachers to Children’s Social Exclusion in the Classroom

2015 ◽  
Vol 6 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Action Research ◽  
Social Exclusion ◽  
Qualitative Content Analysis ◽  
Early Childhood Educators ◽  
Negotiation Of Meaning ◽  
E Learning ◽  
Teachers Professional Development ◽  
Pre Service Teacher

Abstract Children’s social exclusion in the classroom is a threat to the sustainability of education. Teachers should be sensitised to this issue, which raises important implications for teacher education. This paper reports on an action research study in the context of pre-service teacher education aimed at enriching prospective early childhood educators’ perspectives on children’s social exclusion in the classroom and heightening their awareness of themselves as key figures in reducing it. A teacher capable of dealing with children’s social exclusion was the focus of investigation. The students engaged in envisioning through negotiation of meaning in written critical discourse with peers in an e-learning environment (google.docs spreadsheet). Qualitative content analysis of students’ writings suggests viewing pre-service teachers’ professional development towards readiness to address children’s social exclusion in the classroom as movement along a continuum. The study also implies that the performed action research was transformative in that it contributed to a heightened awareness of children’s social exclusion in the classroom among prospective early childhood educators and their awakened commitment to become teachers capable of addressing this problem.

Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce

2020 ◽  
Vol 18 (6) ◽  
pp. 725-738
Author(s):  
Leanna Lucero ◽  
Blanca Araujo ◽  
Michelle Salazar Pérez
Keyword(s):  
United States ◽  
Teacher Education ◽  
Early Childhood ◽  
Standardized Testing ◽  
Teacher Education Program ◽  
The United States ◽  
Early Childhood Educators ◽  
Early Years ◽  
Policy Reforms ◽  
The Impact

The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge of Latinx early childhood educators and teacher educators.

Charging the Batteries: A Defense of a Multidisciplinary Developmental Focus as a Basis for Teacher Education

1991 ◽  
Vol 8 (1) ◽  
pp. 17-19
Author(s):  
C. Glenn Cupit
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Child Development ◽  
Early Childhood Educators ◽  
Positive Outcomes ◽  
Professional Background ◽  
Institutional Settings ◽  
Single Focus ◽  
Deliberate Effort

Teachers do not need to be either psychologists, sociologists, historians, political scientists or theologians. However, they do need an appropriate professional grounding if they are to be more than didatic technicians. The question of professional background is often solved by an uncoordinated smorgasbord where students are exposed to varying amounts from the basic disciplines of psychology, sociology, history and philosophy, taught independently of each other, without a clearly defined single focus.Early childhood educators, as a concomitant of a long tradition of child-centred curricula, have found such a focus in the study of child development. If education can be seen as a deliberate effort to interact with that development in a way that leads to definable positive outcomes, this is a justified conceptualisation of the professional basis for a teacher's work. This is particularly the case in early childhood where development is rapid and varied in pace, and institutional settings vary so greatly. However, as teachers in higher grades are increasingly asked to be involved more widely in their students' lives, through ever greater curriculum demands, it becomes more pertinent there are well.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

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