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Journal articles on the topic 'Teacher Education: Early Childhood'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (January 21, 2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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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 perce

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2

Er, Suhendan. "Opinions of early childhood education teacher candidates towards the profession." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 43–49. http://dx.doi.org/10.18844/prosoc.v4i4.2593.

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3

Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate

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4

Regan, Ellen M., Bernard Spodek, and Olivia Saracho. "Early Childhood Teacher Preparation." Curriculum Inquiry 22, no. 1 (1992): 103. http://dx.doi.org/10.2307/1180099.

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5

McEntire, Nancy. "ECAP Report: Early Childhood Teacher Education." Childhood Education 87, no. 5 (August 2011): 373–74. http://dx.doi.org/10.1080/00094056.2011.10523217.

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6

Zhu, Jiaxiong. "Early childhood teacher education in China." Journal of Education for Teaching 34, no. 4 (November 2008): 361–69. http://dx.doi.org/10.1080/02607470802401552.

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7

Tayler, Collette. "Early childhood teacher education in Australia." Early Child Development and Care 76, no. 1 (January 1991): 3–35. http://dx.doi.org/10.1080/0300443910760101.

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8

Thomas, R. Murray. "Early childhood teacher education in Indonesia." Early Child Development and Care 78, no. 1 (January 1992): 85–94. http://dx.doi.org/10.1080/0300443920780107.

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9

Ebbeck, Marjory. "Early Childhood Teacher Education in Australia." International Journal of Early Years Education 1, no. 1 (March 1993): 63–76. http://dx.doi.org/10.1080/0966976930010106.

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10

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 26, no. 3 (July 2005): 327–28. http://dx.doi.org/10.1080/10901020500371429.

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11

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 26, no. 4 (October 2005): 443–44. http://dx.doi.org/10.1080/10901020500444440.

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12

O'Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 1 (January 2006): 103–4. http://dx.doi.org/10.1080/10901020600599614.

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13

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 2 (July 2006): 213–14. http://dx.doi.org/10.1080/10901020600675190.

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14

McArdle, Felicity, Susan Grieshaber, and Jennifer Sumsion. "Play meets early childhood teacher education." Australian Educational Researcher 46, no. 1 (December 18, 2018): 155–75. http://dx.doi.org/10.1007/s13384-018-0293-8.

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15

Dewi, Dita. "Teacher Management in Early Childhood Education." Early Childhood Research Journal (ECRJ) 3, no. 1 (July 29, 2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.

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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis

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16

Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 6, 2019): 327–40. http://dx.doi.org/10.21009/jpud.132.09.

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The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the

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17

Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos." childhood & philosophy 14, no. 30 (May 7, 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.

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The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. Ho

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18

Arndt, Sonja. "Early childhood teacher cultural Otherness and belonging." Contemporary Issues in Early Childhood 19, no. 4 (June 27, 2018): 392–403. http://dx.doi.org/10.1177/1463949118783382.

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Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the art

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19

Bassok, Daphna, Anna J. Markowitz, Laura Bellows, and Katharine Sadowski. "New Evidence on Teacher Turnover in Early Childhood." Educational Evaluation and Policy Analysis 43, no. 1 (January 18, 2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.

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This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the foll

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20

UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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21

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 per

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22

LeeSoonja. "Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution." Journal of Anthropology of Education 20, no. 4 (December 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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23

박은혜 and 전홍주. "South Korea’s Early Childhood Education System Reform: Implications for Early Childhood Teacher Education." Korean Journal of Early Childhood Education 27, no. 1 (February 2007): 305–22. http://dx.doi.org/10.18023/kjece.2007.27.1.012.

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24

Spodek, Bernard, and Olivia Saracho. "Preview of the Forthcoming Yearbook in Early Childhood Education: Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 11, no. 1 (January 1990): 2–5. http://dx.doi.org/10.1080/10901027.1990.11089908.

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25

Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and Sandra Cheeseman. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.

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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children

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26

Ananda, Rizki. "Implementasi Nilai-nilai Moral dan Agama pada Anak Usia Dini." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, no. 1 (June 10, 2017): 19. http://dx.doi.org/10.31004/obsesi.v1i1.28.

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One of the basic attitudes a child must have to be a good and righteous man is to have good moral and religious attitudes and behaviors in behaving like God's people, family members, and community members. Early Childhood Age is the best time for teachers of Early Childhood Education (PAUD) to lay the foundations of moral and religious education to the. Although the role of parents is enormous in establishing the moral and religious foundations of their children, the role of the early childhood teacher is not small in laying down the moral and religious grounds for a child, since usually, the

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27

Morine-Dershimer, Greta. "The Implications of Teacher Education Research for Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 12, no. 2 (April 1991): 3–10. http://dx.doi.org/10.1080/10901027.1991.11089937.

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28

Nurani, Yuliani, Sofia Hartati, Ade Dwi Utami, Hapidin Hapidin, and Niken Pratiwi. "Effective Communication-Based Teaching Skill for Early Childhood Education Students." International Journal of Higher Education 9, no. 1 (December 23, 2019): 153. http://dx.doi.org/10.5430/ijhe.v9n1p153.

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The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jaka

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29

Moxnes, Anna Rigmor, and Jayne Osgood. "Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education." Contemporary Issues in Early Childhood 19, no. 3 (April 1, 2018): 297–309. http://dx.doi.org/10.1177/1463949118766662.

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This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and,

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30

Wolff, Lili-Ann, and Tuula H. Skarstein. "Species Learning and Biodiversity in Early Childhood Teacher Education." Sustainability 12, no. 9 (May 3, 2020): 3698. http://dx.doi.org/10.3390/su12093698.

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To understand biodiversity, it is crucial to have knowledge of different species and their life conditions. Biodiversity learning for children starts with observing plants and animals in the neighbourhood. Therefore, it is important that early childhood (EC) teachers know the local nature. There are few studies on species knowledge among EC student teachers but results from a Norwegian study show that although EC student teachers had poor species knowledge when entering university, their knowledge increased remarkably during their studies. Based on these results, the current study investigates

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31

Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.

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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning progr

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32

Inyega, Justus O., and Hellen N. Inyega. "Mainstreaming Early Grade Reading Instruction in Early Childhood Teacher Education." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 103–19. http://dx.doi.org/10.31686/ijier.vol5.iss4.669.

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This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Educatio

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33

Rudiyanti, Ali Nugraha, Euis Kurniati, and Rita Mariyana. "STUDI KEBIJAKAN PENDIDIKAN PROFESI GURU PENDIDIKAN ANAK USIA DINI." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 2 (August 19, 2016): 115. http://dx.doi.org/10.17509/pedagogia.v12i2.3328.

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Being a professional teacher is a continuous process that refers to the basic standard with continuous performanceassessment. The process of becoming a professional teacher pursued through academic education and professionaleducation. This study aimed to describe the policy of professional education Early Childhood Education teachers toimprove the professionalism of early childhood teachers. The study uses descriptive analytical research methodswith quantitative and qualitative approaches. The final product of this research is the teaching profession educationprograms that are designed based o

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34

Carlson, Helen L. "INFUSING TECHNOLOGY: TRANSFORMING EARLY CHILDHOOD TEACHER EDUCATION." Journal of Early Childhood Teacher Education 21, no. 2 (January 2000): 141–47. http://dx.doi.org/10.1080/0163638000210205.

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35

Banga, Amandeep, and S. Jaswal. "Parent - Teacher Perception of Early Childhood Education." Journal of Human Ecology 12, no. 6 (November 2001): 449–55. http://dx.doi.org/10.1080/09709274.2001.11907652.

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36

Bergen, Doris. "Needed Research in Early Childhood Teacher Education." National Association of Early Childhood Teacher Educators Bulletin 9, no. 3 (October 1988): 11–12. http://dx.doi.org/10.1080/23752599.1988.11090036.

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37

Lynch, Evelyn C., Robyn R. Widley, and Jacqueline R. Johnson. "Teacher Language Styles in Early Childhood Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, no. 1 (January 1988): 20–24. http://dx.doi.org/10.1177/088840648801100103.

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38

Park*, Eunhye. "Distance early childhood teacher education in Korea." Journal of Early Childhood Teacher Education 22, no. 4 (January 2001): 255–59. http://dx.doi.org/10.1080/1090102010220407.

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39

Hoot, James L. "Early Childhood Teacher Education: A Global Perspective." Journal of Early Childhood Teacher Education 17, no. 3 (September 1996): 5–6. http://dx.doi.org/10.1080/10901029608548588.

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40

Tsamir, Pessia, Dina Tirosh, and Esther Levenson. "Windows to early childhood mathematics teacher education." Journal of Mathematics Teacher Education 14, no. 2 (February 18, 2011): 89–92. http://dx.doi.org/10.1007/s10857-011-9174-z.

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41

Duncan, Judith. "Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984–96." Contemporary Issues in Early Childhood 5, no. 2 (June 2004): 160–77. http://dx.doi.org/10.2304/ciec.2004.5.2.4.

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42

Jungin, Kim. ""Needs Analysis of Teacher Education for Early Childhood English Teachers"." Journal of Humanities and Social sciences 21 11, no. 5 (October 30, 2020): 113–26. http://dx.doi.org/10.22143/hss21.11.5.9.

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43

Casey, Erin M., and Cynthia F. DiCarlo. "Early childhood education teachers’ constructs of teacher quality in Belize." Early Child Development and Care 188, no. 9 (June 12, 2017): 1302–16. http://dx.doi.org/10.1080/03004430.2017.1337009.

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44

Baum, Angela C., and Paula McMurray‐Schwarz. "Improving early childhood teacher education: Preservice teachers' beliefs about inclusion." Journal of Early Childhood Teacher Education 24, no. 3 (January 2003): 147–55. http://dx.doi.org/10.1080/1090102030240303.

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45

Winkelstein, Ellen. "Teachers Becoming Practice-Oriented Researchers: Early Childhood Teacher Education Approaches." Journal of Early Childhood Teacher Education 11, no. 3 (October 1990): 15–17. http://dx.doi.org/10.1080/10901027.1990.11089928.

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46

Woodrow, Christine. "W(H)Ither the Early Childhood Teacher: Tensions for Early Childhood Professional Identity between the Policy Landscape and the Politics of Teacher Regulation." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 233–43. http://dx.doi.org/10.2304/ciec.2007.8.3.233.

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Over the last decade teachers, teachers' work and teacher education across all domains of education have been subject to increasing surveillance and regulation. Recent developments in the Australian regulatory context are signalling the emergence of a strengthening bifurcation between prior-to-school and schooling contexts that is forcing a narrowing construction of ‘teaching’ as work that is only undertaken in schooling contexts. This trend seems likely to have serious implications for the professional identity, status and professional preparation of early childhood teachers and the potential

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47

Salim, Ahmad. "Urgensi Manajemen Pendidik Lembaga Pendidikan Anak." LITERASI (Jurnal Ilmu Pendidikan) 3, no. 1 (March 10, 2016): 1. http://dx.doi.org/10.21927/literasi.2012.3(1).1-12.

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<p><em>Early childhood education has been developing in Indonesia. It needs professional teacher to accomplish the stated goals. To make professional teacher of early childhood education absolutely needs management. In this paper, writer would present the early childhood education teacher management especially in private early childhood education due to it has many problems. Management of teacher in early childhood education is started from identification of teacher qualification and quantity, developing and enrichment the teacher quality by make clear status of teacher, also incre

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48

Saavedra, Cinthya M., and Michelle Salazar Pérez. "Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism." Policy Futures in Education 16, no. 6 (January 19, 2018): 749–63. http://dx.doi.org/10.1177/1478210317751271.

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Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest reiteration, neoliberalism, have produced hegemonic discourses which have shaped the education of teachers in the fields of bilingual and early childhood education. We then share our pláticas about our global south approaches to teacher education. In doing

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49

Kim, Geun hye, and Eun Ju Seo. "Analysis of Early Childhood Teacher's Needs about Teacher Education and Reeducation on Early Childhood Art." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (November 30, 2018): 321–41. http://dx.doi.org/10.22251/jlcci.2018.18.22.321.

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50

Castle, Kathryn. "The State of Teacher Research in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 34, no. 3 (July 2013): 268–86. http://dx.doi.org/10.1080/10901027.2013.816807.

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