Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

2018 ◽  
Vol 43 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lydia Foong ◽  
Mariani Binti ◽  
Andrea Nolan
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Reflective Thinking ◽  
Education Institution ◽  
Early Years ◽  
Multiple Perspectives ◽  
Direct Observations ◽  
Current Trends ◽  
Teacher Education Institution ◽  
The Uk

THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

scholarly journals Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Elementary School ◽  
Early Childhood ◽  
Student Teachers ◽  
Gender Equality ◽  
Education Institution ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

scholarly journals Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

2018 ◽  
Vol 2 (3) ◽  
pp. 50 ◽  
Author(s):  
Jackie Marsh ◽  
Hans Arnseth ◽  
Kristiina Kumpulainen
Keyword(s):  
Early Childhood ◽  
Civic Engagement ◽  
Early Years ◽  
International Project ◽  
Future Research ◽  
Digital Literacies ◽  
Research And Practice ◽  
Potential Relationship ◽  
The Uk

In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.

eye brings you another batch of the latest products and books on offerEarly Years Assessment: Physical Development: Moving and handling Trudi Fitzhenry, Karen Murphy ISBN 9781472954565 £14.99. Paperback Publisher Pre-school Learning Alliance Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil HentyAn A-Z Collection of Behaviour Tales: From Angry Ant to Zestless Zebra Susan Perrow ISBN 9781907359866 £15.99. Paperback Publisher Hawthorn Press Orders Tel: 01453 757040 [email protected] www.hawthornpress.com Review by Neil HentyUnderstanding sustainability in early childhood education: case studies and approaches from across the UK Edited by Diane Boyd, Nicky Hirst, John Siraj-Blatchford ISBN 9781138188297 £24.99. Paperback Publisher Routledge Orders via 01235 400400 www.routledge.com/education Review by Neil HentyThe Lost Words by Robert McFarlane and Jackie Morris [£20.00 from Hamish Hamilton; ISBN: 9780241253588]All the Way Home by Debi Gliori [£12.99 from Bloomsbury; ISBN: 9781408872079]The Gnome's Winter Journey by Ernst Kreidolf [£10.99 from Floris Book; ISBN: 9781782504375]The Snowbear by Sean Taylor and Claire Alexander [£11.99 from Words and Pictures; ISBN: 9781910277393]The Shepherd Boy and the Christmas Gift by Aly Hilberts and Sanne Dufft [£10.99 from Floris Books; ISBN: 9781782504382]Developing young children's mathematical learning outdoors: linking pedagogy and practice Lynda Keith ISBN 9781138237155 £19.99. Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil HentyDisability and Inclusion in Early Years Education Edited by Chris Collett ISBN 9781138638280 £19.99. Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil HentyMaking Sense of Neuroscience in the Early Years Sally Featherstone ISBN 9781138937949 £18.99 Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil Henty

2017 ◽  
Vol 19 (8) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Physical Development ◽  
Early Years ◽  
Childhood Education ◽  
Early Years Education ◽  
Learning Outdoors ◽  
School Learning ◽  
Learning Alliance ◽  
The Uk ◽  
Education Review

scholarly journals CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

2017 ◽  
Vol 5 (7) ◽  
pp. 480-484
Author(s):  
B. S. Gupta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Classroom Environment ◽  
Random Sampling ◽  
Female Student ◽  
Male Student ◽  
Education Institution ◽  
Teacher Absenteeism ◽  
Teacher Education Institution

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.

scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

scholarly journals Pre-Service Teachers’ Assessment of Student Learning In Science Education

2019 ◽  
Vol 4 (2) ◽  
pp. 34-40
Author(s):  
Edsel O Coronado
Keyword(s):  
Student Learning ◽  
Student Teachers ◽  
Assessment Tool ◽  
Group Discussion ◽  
Education Institution ◽  
Assessment Tools ◽  
P Value ◽  
Significant Difference ◽  
Teacher Education Institution ◽  
Assessment Of Student Learning

This research was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. An explanatory sequential mixed method design was used in the study. Three instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. 17 pre-service teachers participated from one teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning. The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.

scholarly journals The Curriculum of Early Childhood Education: Indonesia and United Kingdom

2020 ◽  
Vol 9 (1) ◽  
pp. 62
Author(s):  
Saddam Husein
Keyword(s):  
Early Childhood ◽  
United Kingdom ◽  
Early Childhood Education ◽  
Literacy Skills ◽  
The Body ◽  
Early Years ◽  
Childhood Education ◽  
Library Research ◽  
Curriculum Structure ◽  
The Uk

This paper aims to investigate the curriculum of early childhood education in Indonesia and the United Kingdom (UK) and how they pertain to each other. Library research was conducted to gather information intended. The findings confirm that the curriculum of early childhood education in Indonesia applies curriculum 2013 which consists of aspect development of curriculum structure, and the learning process with a scientific approach. While the UK applies the curriculum according to the statutory Early Years Foundation Stage (EYFS) framework which recognizes the importance of play and a balance of adult-led and child-initiated activities. Moreover, there is a basic difference between these two curriculum aspects, which Indonesia includes the religious and moral values to the body of the curriculum, while the UK does not. However, both Indonesia and UK are closely similar which promotes a balance between the development of academic and literacy skills, socio-emotional development, and creative and physical development.

scholarly journals Towards the marketization of early childhood education and care? Recent developments in Sweden and the United Kingdom

2011 ◽  
Vol 2 ◽  
Author(s):  
Ingela Naumann
Keyword(s):  
Early Childhood ◽  
United Kingdom ◽  
Early Childhood Education ◽  
Welfare States ◽  
Early Years ◽  
Market Model ◽  
Childhood Education ◽  
The United Kingdom ◽  
Education And Care ◽  
The Uk

Extensive public debate is being waged across mature welfare states as to whether social services are best provided by the state or the market. This article examines developments in Early Childhood Education and Care (ECEC) policy in Sweden and the United Kingdom, identifying trends towards marketization and universalization of ECEC that suggest a complex picture of competing policy logics and goals in the restructuring of welfare states. This article first discusses two models of early-years provision, the market model, and the universal model, outlining underlying assumptions, tensions, and implications of market and state provision of ECEC. A comparison of recent reforms in Sweden and the UK highlights how similar ideas and trends play out differently in different national contexts. In Sweden an integrated public ‘educare' programme gradually developed over time, and market mechanisms introduced in the 1990s have so far had limited effect on the system overall. In the UK ideas about universal early childhood education became influential as part of a new social-investment agenda in the 1990s but have, owing to their restricted implementation, not fundamentally altered the existing childcare market. Historical policy trajectories continue to matter, yet tensions and incoherencies between policies can open spaces for change.

scholarly journals Science teacher education for sustainable development: from intensions to realisation

2018 ◽  
Vol 14 (4) ◽  
pp. 350-367
Author(s):  
Kirsti Marie Jegstad ◽  
Astrid Tonette Sinnes ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Student Teachers ◽  
Teacher Educators ◽  
Participant Observation ◽  
Science Teacher Education ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Teacher Education Institution

Teacher education programs have an especially important role in reorienting education to realise education for sustainable development (ESD). In this paper, we investigate how ESD can be realised in science teacher education and we present findings from a case study in a Norwegian teacher education institution that has the overall aim of educating teachers who can contribute to sustainable development. Data was collected through participant observation and interviews, and, together with instructional artefacts and student assignments, analysed based on a model for science ESD. The paper provides an example of how ESD can be realised through a strengths model where ESD is founded in the strengths among the teacher educators and existing teaching practices. The results indicate that an emphasis on experiential learning and sociocultural learning theory builds a thorough foundation for ESD. However, the teaching has to be explicit in order to reach all student teachers.

scholarly journals Tangled narratives of poverty in early childhood: othering, work, welfare and ‘curveballs’

2019 ◽  
Vol 27 (3) ◽  
pp. 389-405
Author(s):  
Sandra Lyndon
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Government Policy ◽  
Child Poverty ◽  
Moral Discourse ◽  
Early Years ◽  
The Uk ◽  
Undeserving Poor

Early years practitioners are integral to government policy on addressing child poverty in the UK. Drawing on findings from a qualitative study this paper seeks to contribute new understandings about how practitioners’ narratives are shaped by discourses of poverty. Overall practitioners’ understandings of poverty reflected a moral discourse of deserving and undeserving poor. However, the complexity of interconnections between morality, gender and motherhood (and fatherhood) reveals how understandings were also broad, nuanced and at times contradictory. The study highlights the need for further research into how understandings of poverty are formed together with the need for new narratives of poverty.

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