scholarly journals Descripción de las competencias pedagógicas del educador infantil ecuatoriano

2021 ◽  
Vol 6 (EE-I-) ◽  
pp. 91
Author(s):  
Xiomara Paola Carrera Herrera ◽  
Patricia Maricela Beltrán Guevara ◽  
Bertha María Villalta Córdova ◽  
Mariana Angelita Buele Maldonado
Keyword(s):  
Early Childhood ◽  
Ad Hoc ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Professional Satisfaction ◽  
Teaching Competencies ◽  
Palabras Clave ◽  
Correlational Approach ◽  
Systemic Development ◽  
Keywords Child

El objetivo de la investigación es identificar las principales competencias docentes de los maestros de educación inicial en el Ecuador. En esta investigación se utiliza un enfoque descriptivo y correlacional de tipo cuantitativo; el instrumento de aplicación es un cuestionario Ad hoc denominado: “Competencias docentes en la educadora infantil” dirigido a los maestros de educación inicial que trabajan con niños de 0 a 6 años. Este instrumento se divide en 4 dimensiones: personal, social, práctica docente y satisfacción profesional. La población es de 50 maestros de educación inicial del Ecuador de diferentes centros educativos: fiscales, particulares y fiscomisionales. Como principales resultados, se puede observar que la educadora inicial tiene una visión integral de información en principios teóricos y prácticos que les permita un desenvolvimiento sistémico; además, que se trata de un profesional integral y multidimensional que debe estar en constante capacitación y transformación en su forma de actuar y pensar. PALABRAS CLAVE: educador infantil; competencias; práctica docente; satisfacción profesional. Description of the pedagogical competences of the Ecuadorian infant educator ABSTRACT The objective of the research is to identify the main teaching competencies of early childhood teachers in Ecuador. In this research a descriptive and correlational approach of a quantitative type is used; The application instrument is an Ad hoc questionnaire called: "Teaching competencies in the early childhood educator" aimed at early childhood teachers who work with children from 0 to 6 years old. This instrument is divided into 4 dimensions: personal, social, teaching practice and professional satisfaction. The population is 50 teachers of initial education in Ecuador from different educational centers: fiscal, private and fiscal. As main results, it can be observed that the initial educator has an integral vision of information in theoretical and practical principles that allows a systemic development; in addition, that he is a comprehensive and multidimensional professional who must be in constant training and transformation in his way of acting and thinking. KEYWORDS: child educator; competencies; teaching practice; professional satisfaction.

scholarly journals Literacidad crítica en la formación inicial: ¿cómo formar a docentes de Educación Infantil para educar a una ciudadanía crítica? TITLE: Critical literacy in teacher training: how to train early childhood teachers to educate a critical citizenship?

2019 ◽  
Vol 0 (16) ◽  
Author(s):  
Carmen Rosa García Ruiz ◽  
Arasy González Milea
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Critical Literacy ◽  
Teaching Practice ◽  
New Technologies ◽  
Social Issues ◽  
Early Childhood Teachers ◽  
Future Teachers ◽  
Internal Conflicts ◽  
Nuevas Tecnologías

El artículo muestra los resultados iniciales de una intervención en formación del profesorado que nos ha ayudado a diseñar un proyecto de investigación. Se elabora a partir de la narración biográfica fruto de la práctica docente de futuras maestras, lo que nos ha permitido entender la relevancia que otorgan a la necesidad de abordar la literacidad crítica, desde los primeros niveles de escolarización. El diseño de la propuesta de formación docente se realizó a partir de experiencias previas en las que el uso de la cultura popular y las nuevas tecnologías facilitan una enseñanza comprensiva para la construcción de identidades en contextos multiculturales. La experiencia nos ha servido para entender cómo podemos ayudar a futuras maestras a diferenciar entre hechos y opiniones, argumentar sobre la veracidad y la fiabilidad de fuentes, distinguir la ideología de los recursos de aula e identificar silencios. Junto a ellas conocimos qué cuestiones sociales relevantes pueden abordarse en el aula de educación infantil; cómo enseñar a interpretar información sobre cuestiones sociales relevantes, cómo abordar la literacidad crítica con alumnado de educación infantil.En definitiva, la experiencia nos ha acercado a conocer cómo ayudar a futuras maestras a repensar el conocimiento social y superar conflictos internos en la interpretación y tratamiento de cuestiones sociales relevantes desde la literacidad crítica.ABSTRACTThe article shows the initial results of an intervention in teacher training that has helped us to design an investigation. It is elaborated from a biographical narrative resulting from the teaching practice of future teachers that has allowed us to understand the relevance that they give to the need to address critical literacy from the first levels of schooling.The design of the teacher training proposal was based on previous experiences in which the use of popular culture and new technologies, facilitate a comprehensive teaching for the construction of identities in multicultural contexts.The experience has allowed us to understand how to help future teachers to differentiate between facts and opinions, argue about the veracity and reliability of sources, distinguish ideology from classroom resources and identify silences. Together with them, we knew what relevant social issues can be addressed in the classroom of early childhood education, how to teach how to interpret information about relevant social issues, how to approach critical literacy with children's education students.In short, the experience aims to know how to help future teachers to rethink social knowledge and overcome internal conflicts in the interpretation and treatment of relevant social issues from critical literacy.  

Cultural Experiences of Early Childhood Teachers and the Relationship to Self-Reported Multicultural Teaching Competencies

2019 ◽  
pp. 63-76
Author(s):  
Grace Onchwari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Multicultural Education ◽  
Early Childhood Teachers ◽  
Teaching Competencies ◽  
Cultural Experiences ◽  
Positive Correlations ◽  
And Behavior ◽  
The Relationship ◽  
Education Conference

Various studies around multicultural education have looked at ways to identify the multicultural teaching competencies teachers need to teach diverse learners. Many of these studies have closely focused on teacher's perceptions, sensitiveness and behavior. However, there are limited studies regarding how teacher's cultural experiences are associated with multicultural teaching competencies. This chapter looked at the cultural experiences of early childhood teachers and how those relate to the teacher's multicultural teaching competencies. Fifty-seven early childhood teachers were investigated that were recruited from a state early childhood education conference by completing The Wayson's multicultural teaching scale. Positive correlations were identified suggesting a possible link between teacher's cultural experiences and their multicultural teaching competencies.

Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?

2020 ◽  
pp. 183693912097906
Author(s):  
Linda Clarke ◽  
Tara McLaughlin ◽  
Karyn Aspden ◽  
Tracy Riley
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Learning And Development ◽  
Quality Teachers ◽  
Childhood Education ◽  
Full Picture

Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers’ reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.

scholarly journals Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

2016 ◽  
Vol 7 (2) ◽  
pp. 33-42
Author(s):  
Melinda Miller ◽  
Amanda McFadden ◽  
Ann Heirdsfield
Keyword(s):  
Early Childhood ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Field Experience ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Action Research Project ◽  
The University

This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD) preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.

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