Relevant bibliographies by topics / Science Student teachers. Early childhood teachers. Early childhood education

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Academic literature on the topic 'Science Student teachers. Early childhood teachers. Early childhood education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Science Student teachers. Early childhood teachers. Early childhood education"

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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.

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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities. Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development References: Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125 Anders, Y. (2015). Literature Review on Pedagogy. 62. Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth. Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395 Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12. Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29. ECE – TPEs and CAPEs. (2019). California Early Childhood Education Teaching and Administrator Performance Expectations. Commission on Teacher Credentialing. Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12. Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302 Guskey, T. R. (2001). Helping Standards Make the GRADE. 10. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Han, J., Luo, X., & Luo, H. (2021). Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance. Open Journal of Social Sciences, 25. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7 Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394 Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711 Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486 Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6 Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67 Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4. Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709 Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006 Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792 Nolan, A., & Molla, T. (2018). Teacher professional learning as a social practice: An Australian case. International Studies in Sociology of Education, 27(4), 352–374. https://doi.org/10.1080/09620214.2017.1321968 Oberhuemer, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521 Osgood, J. (2004). Time to Get Down to Business?: The Responses of Early Years Practitioners to Entrepreneurial Approaches to Professionalism. Journal of Early Childhood Research, 2(1), 5–24. https://doi.org/10.1177/1476718X0421001 Osgood, J. (2007). Professionalism and performativity: The feminist challenge facing early years practitioners. 14. https://doi.org/doi: 10.1080/09575140600759997. Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557 Pianta, R. C. (2016). Teacher–Student Interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 8. https://doi.org/DOI: 10.1177/2372732215622457 Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and Teachers’ Beliefs About Children’s School Readiness in a High-Need Community. 22. Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548 Sheridan, S. M., Edwards, C. P., & Marvin, C. A. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. 26. Thomas, D., & Brown, J. S. (2011). Cultivating the Imagination for A World of Constant Change. 37. Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584 Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: An illustrative case. Educational Media International, 56(3), 233–249. https://doi.org/10.1080/09523987.2019.1669877 Walker, A., & Qian, H. (2018). Exploring the Mysteries of School Success in Shanghai. 17. Wall, S., litjens, I., & Miho, T. (2015). Early Childhood Education and Care Pedagogy Review. OECD Publishing. www.oecd.org/edu/earlychildhood
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Ntuli, Esther, and Lydia Kyei-Blankson. "Teacher Assessment of Young Children Learning with Technology in Early Childhood Education." International Journal of Information and Communication Technology Education 8, no. 4 (October 2012): 1–10. http://dx.doi.org/10.4018/jicte.2012100101.

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Technology integration into the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about how teachers assess what students know and can do with the technology. The current study examines teacher assessment of young children’s learning with technology using early childhood teachers from a Midwestern school district. The study shows a general lack of teacher understanding of assessment strategies and assessment data, hence the inability to verify the progress young children are making with technology in early childhood programs. Recommendations are made regarding how technology-related data may be effectively gathered and interpreted by early childhood educators.
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Monnas, Latifah Binti. "Insight stories: Looking into teacher support in enhancing scientific thinking skills among pre-school students." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 1 (February 6, 2018): 19. http://dx.doi.org/10.31258/jes.2.1.p.19-25.

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Due to the revision of the National Pre-School Standard Curriculum (KSPK) 2017, the strengthening of Science and Technology Support and STEM integration early childhood education in Malaysia is now being aggressively developed in line with national education policies. This case study is conducted to find out how pre-school teachers apply science process elements in their teaching and learning activities. Observation was carried out on a pre-school teacher during a lesson in one of the national pre-schools in Tawau. Observation findings show that preschool teachers understand the need for early science education though they lack the knowledge and application of the scientific skills. Therefore, it is highly recommended for pre-school teachers to improve appropriate pedagogical practices, and support the early process of science in early childhood education by contextually emphasizing and linking their teaching to the 21st century curriculum.
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Croft, Anita. "Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability." Australian Journal of Environmental Education 34, no. 1 (March 2018): 95–96. http://dx.doi.org/10.1017/aee.2018.13.

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The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.
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Sibagariang, Pradita Permatasari, and Weny Savitry S. Pandia. "Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 41–59. http://dx.doi.org/10.21009/jpud.151.03.

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Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60. Ismawati, D., & Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671 Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning. Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40. Johar, R., & Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237 Lee, C., & Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243.n341. Masdudi, M. (2016). Karakteristik perkembangan pendidikan anak usia dini. Jurnal Pendidikan Anak, 1(2), 1-26. Moran, M., & Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Mulyani, S., Nasution, E., & Pratiwi, I. (2020). Hubungan efikasi diri dan keterikatan kerja guru taman kanak-kanak. JP3SDM, 9(1), 74-89. Ndari., & Chandrawaty. (2018). Telaah kurikulum pendidikan anak usia dini. Edu Publisher. Nindiati, D. (2020). Pengelolaan pembelajaran jarak jauh yang memandirikan siswa dan implikasinya pada pelayanan pendidikan. Journal of Education and Instruction, 3(1), 14-20. Restyningtyas, D. (2013). Penerapan Child Centered pada Anak Usia Dini di Taman Anak (TA) Sanggar Anak Alam (SALAM). Fakultkas Ilmu Pendidikan Universitas Negeri Yogyakarta. Saifulloh, A. M., & Darwis, M. (2020). Manajemen pembelajaran dalam meningkatkan efektifikas proses belajar mengajar di masa pandemic covid-19. Jurnal Pendidikan Guru Madrasah Ibtidaiyah. 3(2). Saptaningrum, ernawati & wiwik, & refiane, fine. (2012). Model pembelajaran aktif kreatif efektif menyenangkan melalui pendekatan tematik untuk pembelajaran sains. Jurnal penelitian pembelajaran fisika. 2. 10.26877/jp2f.v2i1/april.125. Scarlett, W. (Ed.) (2014). The sage encyclopedia of classroom management. (Vols. 1-2). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243 Schweinhart, L. (2016). Child-initiated learning. In D. Couchenour, & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). SAGE Publications, Inc, https://www.doi.org/10.4135/9781483340333.n61 Shaukat, S., & Iqbal, H. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85. Soedjono, 2008. Pembelajaran Sains Moderen. http://www.guru-scn/pakem.html. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 201-214. Tiara, D. R., & Pratiwi, E. (2020). Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring Di Lembaga PAUD. Jurnal Golden Age, 4(02), 362-368. Utami, dkk. (2014). Modul PLPG pendidikan anak usia dini, Buku I. Konsorsium Sertifikasi Guru. Yusnita, N., & Muqowim. (2020). Pendekatan student centered learning dalam menanamkan karakter disiplin dan mandiri anak di TK Annur II. Jurnal Ilmiah Potentia, 5(2), 116–126.
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Hu, Xinyun, and Nicola Yelland. "Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 488–506. http://dx.doi.org/10.1163/25902539-00102005.

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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.
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Garbett, Dawn. "Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence." Research in Science Education 33, no. 4 (December 2003): 467–81. http://dx.doi.org/10.1023/b:rise.0000005251.20085.62.

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Karalis, Thanassis, Evangelia Mantadaki, and Dionissia Lemioti. "Lifelong Learning and continuing education: Opinions of teachers and student teachers of preschool education in Greece." JOURNAL OF ADVANCES IN HUMANITIES 2, no. 2 (July 8, 2014): 97–100. http://dx.doi.org/10.24297/jah.v2i2.421.

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In the following article we are going to present the findings of a qualitative research that uses semi-structured interviews for data collection. This specific research aims to look into the views of pre-school teachers (Pre-school Education) and student teachers (students of the Department of Educational Sciences and Early Childhood Education) on the content and importance of lifelong learning and continuing education. At the same time the research compares the views of these two groups as regards lifelong learning and continuing education based on how these terms are coined in relevant literature. The findings show that there is no discrepancy in opinions as both groups consider lifelong learning and continuing education as the medium that will eventually help an educationalist improve both on personal as well as professional level.
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Garbett, Dawn, and Belinda Tynan. "Preliminary findings: Early childhood student teachers’ perception of their confidence and competence." Journal of Early Childhood Teacher Education 25, no. 1 (January 2004): 67–74. http://dx.doi.org/10.1080/1090102040250110.

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Luo, Tian, Guang-Lea Lee, and Cynthia Molina. "Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension." Journal of Information Technology Education: Research 16 (2017): 247–66. http://dx.doi.org/10.28945/3788.

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Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation.
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Dissertations / Theses on the topic "Science Student teachers. Early childhood teachers. Early childhood education"

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Englehart, Deirdre. "AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2520.

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Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Lee, Eun Young. "Perceptions about Student Diversity and Equity in Early Childhood Science Education: A Teacher Preparation Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157635/.

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Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.
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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.

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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Lange, Alissa A., and Laura Robertson. "Collaborating to Teach Science to K-3rd Grade Students Using the New Tennessee State Science Standards." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4683.

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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
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He, Su-Chuan Morrison George S. "Meeting the challenges of diversity beliefs of Taiwanese preservice early childhood teachers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9847.

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Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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Devitt, Suzanne E. "The Influence of Student Poverty on Preschool Teachers' Beliefs about Early Literacy Development, School Readiness, and Family Involvement." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275588.

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According to the National Center for Child Poverty, in 2011 nearly half of the 72 million children in the U.S. were living in low-income families. Through this study, the author examined the effect that student poverty has on teachers’ beliefs about student print knowledge including school readiness and print literacy. Teachers’ beliefs were explored using a social justice framework that surrounds an explanatory sequential design. This mixed methods research helped me to identify whether or not teachers’ beliefs about students differ based on family socio-economic status (SES). The author of this study worked with a large urban school district located in the California Central Valley. The school district administers a Head Start preschool program and a California State preschool program. A total of 89 preschool teachers from these preschool programs participated in a Likert-style questionnaire. Participants were asked to share their beliefs about student print knowledge, school readiness, and parental involvement based on their 2016-2017 students. After collecting all questionnaires, 10 participants were interviewed to further investigate the effect of poverty on teacher’s beliefs about students and families. The overall findings of this study showed that poverty level thresholds between the two preschool programs did not appear to have an effect on participant’s beliefs regarding student print literacy, school readiness, and parental involvement. Participants were consistent in beliefs across both programs. Overall, participants were more positive in the areas of school readiness and parent involvement. Participants in both preschool programs were less positive in regards to student print literacy.

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Jay, Jennifer S. "Preservice early childhood teachers' science teaching self-efficacy : the effects of a modeling-microteaching intervention /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988673.

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Books on the topic "Science Student teachers. Early childhood teachers. Early childhood education"

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development. Protecting America's Competitive Edge Act (S. 2198): Helping K-12 students learn math and science better : hearing before the Subcommittee on Education and Early Childhood Development of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, second session, on examining S. 2198, to ensure the United States successfully competes in the 21st century global economy, focusing on efforts to improve math and science and technology education, March 1, 2006. Washington: U.S. G.P.O., 2006.

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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Perth, W.A: Edith Cowan University, 1993.

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Your early childhood practicum and student teaching experience: Guidelines for success. 2nd ed. Upper Saddle River, N.J: Prentice hall, 2010.

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Miles, Gordon Ann, ed. To teach well: An early childhood practicum guide. Upper Saddle River, N.J: Merrill, 2009.

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Sharon, Ritchie, ed. A matter of trust: Connecting teachers and learners in the early childhood classroom. New York: Teachers College Press, 2002.

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Touchy subject: Teachers touching children. Dunedin, N.Z: University of Otago Press, 2001.

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Hillman, Carol. The delicate balance: A collaborative model for supervisors in early childhood education. Clifton Park, N.Y: Delmar Learning, 2003.

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Lory, Britain, ed. The young child as scientist: A constructive approach to early childhood science education. New York, NY: HarperCollins, 1991.

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Shelton, Marilyn (Marilyn R.), ed. Developing your portfolio: Enhancing your learning and showing your stuff : a guide for the early childhood student or professional. 2nd ed. New York: Routledge, 2011.

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Jones, Marianne. Developing your portfolio: Enhancing your learning and showing your stuff : a guide for the early childhood student or professional. 2nd ed. New York: Routledge, 2011.

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Book chapters on the topic "Science Student teachers. Early childhood teachers. Early childhood education"

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Roth, Wolff-Michael, Maria Inês Mafra Goulart, and Katerina Plakitsi. "Preparing Teachers for Early Childhood Science Teaching." In Cultural Studies of Science Education, 161–80. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_8.

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Jenßen, L., G. Hosoya, A. Jegodtka, K. Eilerts, M. Eid, and S. Blömeke. "Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies." In Student Learning in German Higher Education, 141–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_8.

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Rizzuto, Kerry Carley, John Henning, and Catherine Duckett. "Bee Pollination." In Early Childhood Development, 929–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch046.

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The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.
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Hong, Huili, Renee M. R. Moran, LaShay Jennings, Laura Robertson, and Stacey Fisher. "Discourse of Integrating Science and Literacy." In Advances in Early Childhood and K-12 Education, 12–26. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch002.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.
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Robertson, Laura, and Renee M. R. Moran. "Teacher Perspectives on Science and Literacy Integration." In Advances in Early Childhood and K-12 Education, 322–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch020.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.
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Fairbanks, Ruth, and Catherine Andrew. "Inquiry Learning in the Primary Social Science Classroom." In Advances in Early Childhood and K-12 Education, 125–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch007.

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Inquiry learning is considered more effective than traditional teacher-led learning. Whilst teachers espouse ideals of inquiry learning, actual implementation and practice remains unclear, requiring further study. Inquiry learning research in primary schools is mostly contained to maths and science. Few studies have investigated how primary school teachers differentiate practice to meet the needs of students with learning difficulties. Even fewer studies have investigated primary school teachers' implementation of Humanities and Social Science (HASS) inquiry learning. This chapter investigates primary school teachers' practices of implementing HASS inquiry learning, including strategies used to support students with learning difficulties, and school based factors impacting the implementation of inquiry learning. One Queensland regional school was identified using a theory-based sampling method. Teachers were recruited using criterion sampling method. Data were collected from semi-structured interviews and demographic questionnaires; and HASS unit plans of three teachers (n=3) were synthesised into three themes: (i) teachers described a sense of professional fulfilment when implementing inquiry learning; (ii) teachers implemented specific strategies including explicit instruction to differentiate learning for students with learning difficulties; and (iii) school-based factors including leadership endorsement impact on successful implementation of inquiry learning in a primary school. Data obtained from the single school and small sample limit generalisability, therefore future research regarding teachers' implementation of HASS inquiry learning is recommended. Identification of strategies that support students with learning difficulties, and the impact of HASS inquiry learning on achievement amongst students with and without learning difficulties, are also recommended.
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Johnson, Erica Lynn, Marsha Buck, and Sarah A. Rhymer. "All the Light We Cannot See." In Advances in Early Childhood and K-12 Education, 183–202. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch012.

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This chapter offers an enlightening 5E lesson plan that guides ELA teachers through a novel study using excerpts from All the Light We Cannot See, while also directing science teachers through a series of simulations and exercises designed to teach students about the basic properties of waves, including the electromagnetic spectrum. Focusing on science and literacy integration, this chapter also draws attention to the fact that the unit is designed to be taught simultaneously by each content-area teacher or, alternatively, at separate times during the year. The unit provides students with opportunities to explore all components of 5E (engagement, exploration, explanation, elaboration, and evaluation) in both disciples. Lessons are directly aligned with CCSS and NGSS standards, respectively. Additionally, the unit provides all necessary resources, including handouts and appendices, for teachers to successfully teach the unit for student mastery.
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Humphrey, Sally, Thu Ngo, and Tingjia Wang. "Digital Storytelling and Teachers' Disciplinary Multiliteracies." In Advances in Early Childhood and K-12 Education, 59–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch004.

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This chapter reports on a multidisciplinary research collaboration which aims to explore how digital stories may be used to support pre-service teachers across disciplinary boundaries of English, science, and health education. Digital stories play a distinct role in enacting disciplinary practices within each of these curriculum areas and provide a valuable context for expanding students' semiotic repertoire. By integrating digital storytelling in initial teacher education (ITE), the authors provide a pathway for teachers to develop pedagogic knowledge of genres that are distinctly disciplinary in their purpose but which draw on semiotic affordances and pedagogic practices from across boundaries of traditional literacy education. Drawing on digital stories produced for a range of purposes, they report on the metalanguage we have developed in our collaborative work to inform a coherent multiliteracies framework to build on and extend pre-service teachers' semiotic repertoire for functional, critical, and creative disciplinary practice.
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Marrero, Meghan E., Glen Schuster, and Amanda Bickerstaff. "Earth System Science in Three Dimensions." In Advances in Early Childhood and K-12 Education, 232–57. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2815-1.ch010.

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NASA-Sponsored Project 3D-VIEW [Virtual Interactive Environmental Worlds] is a lower middle school curriculum aimed at using 3D stereo technologies to enhance students’ understanding of science concepts. In Project 3D-VIEW, ten to twelve-year-old students use 3D stereo technologies, including stereophotographs, 3D-animations, 3D illustrations, and 3D interactive tools, to visualize concepts such as plate tectonics, the composition of the atmosphere, biological succession, and erosion. This mixed methods case study provides an overview of the project’s successful use of 3D technologies, as evidenced by student test scores as well as a qualitative analysis of student focus groups and interviews with teachers and administrators. The findings indicate that using 3D technologies within a context of standards and research-based curriculum design can improve student engagement as well as performance on standardized tests.
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Glass, Wykeshia W., Desiree G. Hickman, and Calvin M. Reaves. "Teacher Preparation in Computer Science Pre-Service and Inservice Programs." In Advances in Early Childhood and K-12 Education, 105–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4739-7.ch007.

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In order to create an effective 21st century classroom that engages and meets the needs of students, teachers must be knowledgeable of what motivates students to learn and how technology plays a critical role in his/her instruction. Due to the limited exposure of computer science education in the mainstream P-16 curriculum, only a small portion of students from public schools go on to careers in technology. The purpose of this chapter was to examine how teacher preparation programs and districts can better prepare pre-service and inservice teachers with experiences and professional development opportunities to equip them with the tools to effectively and efficiently teach in P-16 classroom settings. As a result, not only school districts but colleges of education must begin to develop and plan for the uses of computer related technologies for its educators.
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Conference papers on the topic "Science Student teachers. Early childhood teachers. Early childhood education"

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M. W. Ng, Eugenia. "The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3463.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text fol-lowed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.
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Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Herlina, Yuni, Muhammad Kristiawan, and Dwi Anggraini. "Learning From Home in Early Childhood Education Students." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.090.

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Sutama, I. Wayan, and Ika Al Mumtahanah. "Science Learning in Early Childhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.

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Nurani, Yuliani, and Ade Dwi Utami. "Early Childhood Education Teachers' Effective Communication Based Teaching Skill." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.120.

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Rosyid, Ainur. "Motivations to be School Teacher: an Examination of Student Teachers' Reasons." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.

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Utanto, Yuli, and Luluk Elyana. "Role of Self-Regulated Learning in Early Childhood Education Learning." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.98.

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Ponz Miranda, Adrián, and Beatriz Carrasquer Álvarez. "QUESTIONS AND SCIENCE CONTENTS PREFERRED BY EARLY CHILDHOOD EDUCATION TEACHERS IN TRAINING." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end097.

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Friães, Rita, Dalila Lino, Cristina Parente, Clara Craveiro, and Brigite Silva. "THE ROLE OF PRACTICUM FOR EARLY CHILDHOOD TEACHER EDUCATION: THE PERSPECTIVES OF STUDENT TEACHERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1746.

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