scholarly journals Teaching University Students to Read and Write

2020 ◽  
Vol 27 (1) ◽  
pp. 1-19
Author(s):  
Russell Daylight ◽  
John O'Carroll
Keyword(s):  
Early Childhood ◽  
Secondary Teachers ◽  
Prospective Teachers ◽  
Literacy Education ◽  
Teaching Profession ◽  
First Year ◽  
Education Students ◽  
Shared Experiences ◽  
New Ideas ◽  
Recent Government

Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.

scholarly journals Teaching Human Development to Early Childhood Education Students: A Cultural-Contextual Perspective

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Howard A. Smith
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Development ◽  
Small Degree ◽  
First Year ◽  
Contextual Approach ◽  
Education Students ◽  
Childhood Education ◽  
The Individual ◽  
Development Course

The focus of a cultural-contextual approach to development is to recognize the fact that considerable differences exist among human individuals, especially in terms of their diverse sociocultural backgrounds. This paper examines how a group of early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. A variety of data were gathered on the reactions of 81 students enrolled in the course during their first year of a four-year undergraduate degree program in early childhood education. The data reflected a number of course-related issues, and the investigation looked for signs that the cultural approach was salient for the students. There appeared to be evidence for only a small degree of success in conveying the approach in terms of students actually mentioning such issues. In analyzing the findings we propose that to reach a larger number of students, it may be necessary to address in a deliberate way the explicit and implicit messages concerning what is important to know about human development. The underlying assumptions of the wider course of study may need to be addressed as well, both at the program level and within the individual courses themselves. Implications for teaching are presented.

scholarly journals Romance or Reality?: Examining Burnout in early Childhood Teachers

2005 ◽  
Vol 30 (3) ◽  
pp. 53-58 ◽  
Author(s):  
Karen Noble ◽  
Kym Macfarlane
Keyword(s):  
Early Childhood ◽  
Teacher Attrition ◽  
Secondary School Teachers ◽  
Early Childhood Teachers ◽  
Teaching Profession ◽  
Early Career ◽  
First Year ◽  
Childhood Education ◽  
Education And Care ◽  
Primary And Secondary School

Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in comparison to primary and secondary school teachers who reported more gradual and consistent increases over the initial stages of their careers. The authors of this paper explore these significant statistics and call for further research to be conducted into how early career burnout develops in early childhood teachers. Such an exploration may assist in the reduction of burnout across the early childhood education and care (ECEC) sector.

scholarly journals Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 658
Author(s):  
Fadillah Fadillah
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Prospective Teachers ◽  
Early Childhood Teacher ◽  
Education Students ◽  
Early Childhood Teacher Education ◽  
Thinking Ability ◽  
Metacognitive Learning ◽  
Teacher Education Students ◽  
Teacher's Perception

The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.

Beliefs about Economics and Economic Policies: How Different Are Prospective Economists and Teachers at the Beginning of Their Studies?

2017 ◽  
Vol 137 (4) ◽  
pp. 371-400
Author(s):  
Silvia Blum ◽  
Till van Treeck
Keyword(s):  
Prospective Teachers ◽  
Free Market ◽  
First Year ◽  
Economic Policies ◽  
Education Students ◽  
Jel Codes ◽  
Policy Proposal ◽  
Social Science Education ◽  
First Year University ◽  
Policy Proposals

Abstract We present results from a survey of 1,399 first-year university students of economics and of courses designed for prospective teachers in Germany. We find strong self-selection effects in terms of students’ interests, their views about economics as a discipline and selected economic policy proposal: Students in political and social science education are systematically more sceptical of free-market policies. Regression analysis further suggests that economics and economics education students consistently place lesser emphasis on fairness in their acceptance judgments about policy proposals. Comparison with previous surveys suggest that indoctrination effects at university level may be stronger for economists than for teachers. JEL Codes: A13, A20, A21, F5, H0

scholarly journals Teaching Human Development to Early Childhood Education Students: A Cultural-Contextual Perspective

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Howard A. Smith
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Development ◽  
Small Degree ◽  
First Year ◽  
Contextual Approach ◽  
Education Students ◽  
Childhood Education ◽  
The Individual ◽  
Development Course

The focus of a cultural-contextual approach to development is to recognize the fact that considerable differences exist among human individuals, especially in terms of their diverse sociocultural backgrounds. This paper examines how a group of early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. A variety of data were gathered on the reactions of 81 students enrolled in the course during their first year of a four-year undergraduate degree program in early childhood education. The data reflected a number of course-related issues, and the investigation looked for signs that the cultural approach was salient for the students. There appeared to be evidence for only a small degree of success in conveying the approach in terms of students actually mentioning such issues. In analyzing the findings we propose that to reach a larger number of students, it may be necessary to address in a deliberate way the explicit and implicit messages concerning what is important to know about human development. The underlying assumptions of the wider course of study may need to be addressed as well, both at the program level and within the individual courses themselves. Implications for teaching are presented.

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