scholarly journals Prospective teachers’ views toward the use of English as the medium of instruction in early childhood classes in the United Arab Emirates

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Sadiq Abdulwahed Ahmed Ismail ◽  
Mohamad Sadeg Shaban
Keyword(s):  
Early Childhood ◽  
United Arab Emirates ◽  
Prospective Teachers ◽  
Medium Of Instruction

scholarly journals The Influence of Parent-Teacher Meetings on Early Childhood Students' Academic Performance: Prospective Teachers' Perceptions

2021 ◽  
Vol VI (II) ◽  
pp. 180-190
Author(s):  
Mahnoor Arshad ◽  
Yaar Muhammad ◽  
Naima Qureshi
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Full Potential ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Interview Guide ◽  
Integral Role ◽  
Early Childhood Students

Parent-teacher meetings (PTM) play an integral role in a child's education. The importance of PTM is even more critical for Early childhood Education (ECE). ECE is not a novice concept in Pakistan; however, parents have only realized now that learning during early childhood goes beyond the walls of the classrooms and can only realize its full potential if parents are actively participating in their children's education. Therefore, PTM is the time when parents and teachers can collaborate to work for the education of the children. The current study explores the prospective teachers' perceptions of PTMs and their influence on ECE students' performance. The data were gathered from seven participants through an open-ended, semi-structured interview guide. The analysis concluded that prospective teachers had a good understanding of PTMs processes and generally had a positive attitude toward them. Prospective teachers also believed that PTMs positively influence students' academic performance.

scholarly journals Propuesta de un proceso de estudio de clases para la formación inicial del profesorado de Educación Infantil desde el paradigma del cuestionamiento del mundoProposal of a class study process for the initial training of Early Childhood Education teachers from the paradigm of questioning the world

2020 ◽  
Vol 22 (4) ◽  
pp. 694-710
Author(s):  
Elena María Lendínez ◽  
Francisco Javier García ◽  
Ana María Lerma
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Research Problem ◽  
Childhood Education ◽  
Theory Of Didactic Situations ◽  
Study Process ◽  
Didactics Of Mathematics

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations. 

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.

Measuring Quality of Privately-Owned Early Childhood Care and Education Centers in the United Arab Emirates: A Ras Al Khaimah Case Study

2019 ◽  
Author(s):  
Priti Verma ◽  
Holly Cook
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
United Arab Emirates ◽  
Cultural Development ◽  
Early Years ◽  
Gulf Region ◽  
Childhood Education ◽  
Childhood Care

Early childhood is a critical period in our social, cognitive, linguistic, emotional, and self-regulatory development, and extensive research has been conducted on children’s overall developmental processes, influencing factors, and their lifelong impacts. Research suggests the over-arching significance of supporting children’s early development through caregiver-child communication, social interactions, and play. Such interactions and opportunities for development in children’s early years are critical for later academic achievement and well-being. Moreover, the positive long-term effects of high-quality early childhood education (ECE), in particular on children’s development, as well as the economic, social, and cultural development of communities on a larger scale, have been extensively documented. In the Arab Gulf region, especially in the United Arab Emirates (UAE), little research has been done to document and analyze ECE quality, practices, and their impacts. This case study focuses on the emirate of Ras Al Khaimah in the UAE, investigating the scope of programs and their quality, challenges, and opportunities for growth and improvement. The study found and documented extreme variations in the quality of early childhood education centers (ECECs) in the emirate and highlights the need to improve ECE policies, practices, and facilities by adopting recognized international standards, best practices, and support structures. This paper goes on to present data-driven policy recommendations to improve the quality of ECECs in Ras Al Khaimah and the greater UAE.

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