Relevant bibliographies by topics / Teacher educators Early childhood education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher educators Early childhood education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Teacher educators Early childhood education"

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Dewi, Dita. "Teacher Management in Early Childhood Education." Early Childhood Research Journal (ECRJ) 3, no. 1 (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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Stagg Peterson, Shelley, Lori Huston, and Roxanne Loon. "Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario." Brock Education Journal 28, no. 2 (2019): 17–32. http://dx.doi.org/10.26522/brocked.v28i2.683.

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Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous
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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 (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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Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki." Australasian Journal of Early Childhood 27, no. 2 (2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.

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A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses
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Dawson, Kate, and A. Elizabeth Beattie. "Locating the Educator in Outdoor Early Childhood Education." Australian Journal of Environmental Education 34, no. 2 (2018): 127–42. http://dx.doi.org/10.1017/aee.2018.24.

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AbstractWe tell the story of an experience Kate Dawson, her students, and three eagles had at an outdoor preschool. The experience profoundly affected Kate, and prompted us to ask the following questions: What made this experience feel so magical, and what caused it to happen? Why are these magical moments valuable, and how might they impact our pedagogical practices? We posit that magical moments in outdoor early childhood education depend upon relational and pathic knowledge, and understanding of place, rather than intellectual or cognitive knowledge about place. We suggest conditions and pr
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Castle, Kathryn, and Elizabeth A. Ethridge. "Urgently needed: Autonomous early childhood teacher educators." Journal of Early Childhood Teacher Education 24, no. 2 (2003): 111–18. http://dx.doi.org/10.1080/1090102030240207.

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Alber, Sandy. "HOW EARLY CHILDHOOD EDUCATORS ARE ADVOCATES: IMPLICATIONS FOR TEACHER EDUCATORS." Journal of Early Childhood Teacher Education 19, no. 3 (1998): 265–74. http://dx.doi.org/10.1080/0163638980190310.

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Rasmani, Upik Elok Endang, Warananinngtyas Palupi, Jumiatmoko Jumiatmoko, Nurul Shofiatin Zuhro, and Anjar Fitrianingtyas. "Improving Early Childhood Education Management through Problem Identification of Institutions." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 1 (2021): 307–14. http://dx.doi.org/10.31004/obsesi.v6i1.888.

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The success of managing early childhood education institutions is determined by management aspects such as curriculum, infrastructure, marketing, students, supervision and educators. One of the most important management is management that regulates education personnel because this management determines how educators provide facilities to develop children's abilities so that they can achieve the expected educational goals. This study aims to improve PAUD (Early Childhood Education) Management by identifying institutional problems. This study used a qualitative descriptive research model. The re
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Gönen, Mübeccel, Emine Hande Aydos, and Ayça Ülker Erdem. "Experiences of candidate preschool teachers on art education and implementations." International Journal of Innovative Research in Education 3, no. 1 (2015): 42. http://dx.doi.org/10.18844/ijire.v1i1.118.

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In early childhood period, art education has a crucial effect for children’s gaining aesthetic perception, attitude and skills. Early childhood educators and teacher candidates need to have enough knowledge and skills while planning and implementing art activities and they should make this process enjoyable and effective for the children. Within this context, the aim of the study is to examine the explanation of art education, ideas about the importance of art education of early childhood education teacher candidates, methods and techniques used by them in implementation process and what they
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Huda, Asrul, Ary Ramadan, and Suryo Hartanto. "A Implementation and Application of qualifying New Teacher Qualified With Rule Based Classification Method Master Information Engineering of West Sumatra." Asia Proceedings of Social Sciences 2, no. 3 (2018): 198–203. http://dx.doi.org/10.31580/apss.v2i3.397.

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Teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students on early childhood education, formal education, primary education and secondary education. New teacher Qualified is the New Teacher Qualified and professional educators who will spearhead the national education in achieving national educational goals intact. Teacher of Informatics has three different concentrations namely Multimedia, Software Engineering and Computer Network. To determine the concentration of Teachers of Informatics, do classification using
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Dissertations / Theses on the topic "Teacher educators Early childhood education"

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Evanshen, Pamela A., Angel Esum, Will Parnell, et al. "Leadership and Global Perspectives for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6015.

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Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.
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Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.

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The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team me
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Riffin, Catherine. "Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?" Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.

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Evanshen, Pamela, Tracey Crowe, Angela Baum, et al. "National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Reflections on Research and Practice in Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4345.

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Designed for those who work in the field of early childhood teacher education. Serves as the spring conference for NAECTE. Explore the theme of Reflections on Research and Practice in Early Childhood Teacher Education through a keynote presentation, paper, and poster presentations, with time provided for dialogue amont participants.
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Evanshen, Pamela A., Angela Baum, Will Parnell, et al. "Engaging All Learners Through Quality Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6010.

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The keynote speaker will invite participants to reflect on the conference theme: Engaging ALL Learners through Quality Early Childhood Teacher Education. Poster and Round Table Presentations will engage participants in discussion of scholarly work focused around the NAECTE conference theme.
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Facun-Granadozo, Ruth. "Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4331.

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Wilson, Amy. "A Study of Empathy and Teacher Self-Efficacy Among Preservice Early Childhood Educators." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3701.

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The present study sought to examine empathy and teacher self-efficacy among preservice early childhood teachers. Participants were selected from two courses in East Tennessee State University’s early childhood education program. A total of 18 students from their second year of study and 33 students from their fourth year of study participated. This totaled to 51 participants (92.2 % white, 2% African American and 2% Native American; 96.1% female, 3.9% male). An online survey that contained three sections, background information, the Interpersonal Reactivity Index, and the Teacher Sense of Effi
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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/
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Synodi, Evanthia. "Early childhood education and professionalism : a comparative study of early childhood educators' perspectives in England and Greece." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366539.

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Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Queensland University of Technology, 2009. http://eprints.qut.edu.au/27648/.

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This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate t
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Books on the topic "Teacher educators Early childhood education"

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Saracho, Olivia N. Bernard Spodek, early childhood education scholar, researcher, and teacher. Information Age Pub., Inc., 2013.

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Child advocacy for early childhood educators. Teachers College Press, 1989.

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Teaching adults, revisited: Active learning for early childhood educators. National Association for the Education of Young Children, 2007.

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Introduction to Early Childhood Education Annotated Student's Edition. 6th ed. Cengage Learning, 2009.

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John, Dopyera, ed. Becoming a teacher of young children. 5th ed. McGraw Hill, 1993.

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E, Dopyera John, ed. Becoming a teacher of young children. 4th ed. McGraw-Hill, 1990.

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Lay-Dopyera, Margaret. Becoming a teacher of young children. 3rd ed. Random House, 1986.

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Mentoring early childhood educators: A handbook for teachers, supervisors, and administrators. Heinemann, 2005.

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Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. Teachers College, Columbia University, 1986.

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Yonemura, Margaret V. A teacher at work: Professional development and the early childhood educator. Educator's International Press, 1997.

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Book chapters on the topic "Teacher educators Early childhood education"

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Jenkins, Larissa, Elisabeth Duursma, and Catherine Neilsen-Hewett. "12. Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education." In Early Language Learning and Teacher Education, edited by Subhan Zein and Sue Garton. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-013.

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Howitt, Christine, Elaine Blake, Martina Calais, et al. "Increasing Accessibility to Science in Early Childhood Teacher Education Through Collaboration Between Teacher Educators and Science/Engineering Academics." In Issues and Challenges in Science Education Research. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3980-2_11.

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Hilppö, Jaakko, Antti Rajala, Lasse Lipponen, Annukka Pursi, and Rekar Abdulhamed. "Studying compassion in the work of ECEC educators in Finland." In Teachers’ and Families’ Perspectives in Early Childhood Education and Care. Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-7.

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Christenson, Lea Ann, Janese Daniels, Judith Cruzado-Guerrero, Stephen T. Schroth, Marisa Dudiak, and Ocie Watson-Thompson. "Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch054.

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Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.
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Mathwasa, Joyce, and Lwazi Sibanda. "Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97085.

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The absent male educators in the Early Childhood Development (ECD) programmes have created a gap in the momentum of success gained through fathers’ involvement in the early life of children. Worldwide, the gender imbalance trends in early childhood education and lower primary classes have been immemorial female skewed with men becoming extinct in the arena. Hitherto, copious studies testify of men’s involvement as fathers in young children’s early life as crucial for their social, emotional, and cognitive development. This chapter focuses on the importance of having male educators in the foundation phase of children’s care and learning, barriers to male involvement as educators in early care and learning centres, and how learning institutions can recruit and train male educators specific for the ECD. Male educators in the ECD have been confronted by stigmatisation, ridiculed, hit glass ceilings, and are viewed with hostility and suspicion. A preliminary exploration of literature from renowned published work that focuses extensively on various countries across continents will be covered in this review. This chapter envisaged strategies that could be employed in the recruitment, retention, and active participation of male educators in the ECD settings that will inform policy and teacher education.
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Cohen, Lynn Ellen, and Angela Kalthoff. "Engaging All Learners Through Quality Early Childhood Teacher Education." In Handbook of Research on Empowering Early Childhood Educators With Technology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6888-0.ch004.

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This chapter guides early childhood teacher educators, teachers, and policy makers to use appropriate technological tools in early childhood classrooms. It begins with learning theories related to computational thinking with a discussion of Seymour Papert and presents Marina Bers' framework. The chapter includes a professional development model for teachers and teacher educators. Technological apps and computational thinking are offered for use with face-to-face, hybrid, and remote instruction in early childhood settings. Many of the digital tools described in the chapter have numerous suggestions and resources available for teachers, teacher educators, and students to create a platform to begin using digital tools and evaluate how to select and use digital media. Changes can be brought about by reimagining classrooms and reshaping pedagogy with continued professional development.
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Thomas, Ursula. "Disposition and Early Childhood Education Preservice Teachers." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch066.

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This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.
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S. Kennedy, Adam. "Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96522.

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This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals.
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Clipa, Otilia, and Liliana Mâţă. "European Educational Policies on Teacher Training for Early Childhood Education." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch001.

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Nowadays, for entire world is consider a priority to invest in Early childhood education and to realize upon this European educational Policies. On September 2019, the European Commission had published the comparative report about Data on Childhood Education and Care in Europe and this document describes the main policy measures to ensure access specifying which countries guarantee a place in Early Childhood Education and Care from which age and it show how investment in this field have many benefits in entire life of this people. In many educational policies are highlighted the values of early age education and their effects on the children’s social and emotional integration within that society. In these debates, many countries focus their educational policies to teacher training for early childhood education and we described in this chapter. We propose a special profile and competence of this teacher for early childhood education.
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Chen, Irene, and Jane Thielemann. "Web Design Tools for Educators." In Advances in Early Childhood and K-12 Education. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-735-5.ch011.

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Conference papers on the topic "Teacher educators Early childhood education"

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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). 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). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.

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Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

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At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are
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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). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.120.

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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). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.98.

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Enoh, Dr, Dr Erhamwilda, and Nurul Afrianti. "Mother Factory Worker's Parenting Style and its Implication for Early Childhood Islamic Education*." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.159.

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Erhamwilda, Dr, Asep Dudi Suhardini, and Nurul Afrianti. "Early Childhood Teachers Cooperation with Parents in Implementing Islamic Sex Education for Children." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.82.

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Solihati, Elis, and Mubiar Agustin. "Literacy Leadership Camp (Leadership Stimulus Program for Teachers and Educators in Early Childhood Education)." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.018.

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Samsiah, Dr, and Rapi Us Djuko. "Application of 'say yes or no' Game in Instilling Character Education in Early Childhood." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.131.

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Budiartati, Emmy, and Mintarsih Arbarini. "Family Education Model in Early Childhood Character Building Values for Poor Urban Fishermen Family in Semarang City." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.74.

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Reports on the topic "Teacher educators Early childhood education"

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6522.

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