Early Childhood Education, Teacher Preparation for Diversity in

2013 ◽  
Author(s):  
Celia Genishi ◽  
Cynthia Weldon-Lassiter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Education ◽  
Education Teacher ◽  
Childhood Education

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

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