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

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

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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2

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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Casler*, Elaine C. "Distance teaching resources for early childhood teacher educators." Journal of Early Childhood Teacher Education 22, no. 4 (2001): 275–78. http://dx.doi.org/10.1080/1090102010220410.

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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.

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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously ident

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Madrid Akpovo, Samara, and Lydiah Nganga. "Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?" Contemporary Issues in Early Childhood 19, no. 2 (2018): 199–205. http://dx.doi.org/10.1177/1463949118778024.

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This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professio

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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 (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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Hidayati, Laily. "Fungsi Kompetensi Kepribadian Pendidik Anak Usia Dini dalam Proses Penyesuaian Diri Siswa Baru." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 1, no. 1 (2017): 37–50. http://dx.doi.org/10.35896/ijecie.v1i1.5.

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A competent teacher is a teacher who is committed to his job and his job as an educator, an effective class manager, a positive role model identifiable and imitated by his students, warm and enthusiastic about student ideas, constantly improving himself in teaching techniques, improving his skills in Social relations, and can adapt their skills in a specific context. Children or students learn optimally if the teacher can run his role as a model or model, who loves his profession as a teacher. This paper is a conceptual paper which is the result of a discussion between field observations of th

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Skeen, Patsy, Bryan E. Robinson, and Mick Coleman. "Gender-Role Attitudes of Professional Female Educators toward Men in Early Childhood Education." Psychological Reports 59, no. 2 (1986): 723–30. http://dx.doi.org/10.2466/pr0.1986.59.2.723.

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A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers tha

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Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

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WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teac

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Arias-Castilla, Carmen Aura, and Jaime Alberto Ayala-Cardona. "ICTs as promoters of diversity and the training of child educators." Visión electrónica 1, no. 2 (2018): 168–75. http://dx.doi.org/10.14483/22484728.18373.

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This article emerges from the research framework "State of art at a national level of early childhood education in and for diversity", as part of the project "Pedagogical architecture, didactic and technology for teacher-training for diversity" co-financed by COLCIENCIAS and which is also part of the "Alliance of institutions for the development of education and technology in Colombia” AIDETC, seeking to identify national trends of teacher-training in early childhood education to orient training programs for teachers in and for diversity in Colombia. The inquiry has considered of great importa

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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 (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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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 (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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Reinhardt, Kimberly S. "Discourse and power: Implementation of a funds of knowledge curriculum." Power and Education 10, no. 3 (2018): 288–300. http://dx.doi.org/10.1177/1757743818787530.

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A curriculum redesign rooted in a funds of knowledge framework breaks down the power dynamics among all participants, creating a flow of information and value for parents, students, and teachers. This research is centered on a teacher educator who is part of a curriculum redesign for a teacher education program, and examines how she navigates her identity through the second year of involvement in the redesign. The Communities as Resources in Early Childhood Teacher Education Project, in which this research is situated, has four principles that guide all coursework and fieldwork. Traditional te

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ASTUTI, ASTUTI. "PENGEMBANGAN STANDAR PROFESIONAL GURU DALAM RANGKA PENINGKATAN MUTU SUMBER DAYA MANUSIA." DIDAKTIKA 12, no. 1 (2019): 1. http://dx.doi.org/10.30863/didaktika.v12i1.172.

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Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. Teachers are positions or professions that require special skills as teachers . Furthermore, in exercising its professional authority, teachers are required to have a diverse set of abilities. Therefore, it is necessary to improve the professional standard of a teacher in carrying out his duties and responsibilities as a teacher, educator, and trainer so a

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

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Lucero, Leanna, Blanca Araujo, and Michelle Salazar Pérez. "Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce." Policy Futures in Education 18, no. 6 (2020): 725–38. http://dx.doi.org/10.1177/1478210320921990.

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The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We

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Gibbons, Andrew N. "The Incoherence of Curriculum: Questions concerning Early Childhood Teacher Educators." Australasian Journal of Early Childhood 36, no. 1 (2011): 9–15. http://dx.doi.org/10.1177/183693911103600103.

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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 (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

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Garbett, Dawn, and Belinda R. Yourn. "Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context." Australasian Journal of Early Childhood 27, no. 3 (2002): 1–6. http://dx.doi.org/10.1177/183693910202700302.

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In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional

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Adair, Jennifer Keys. "ConfirmingChanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers." Journal of Early Childhood Teacher Education 32, no. 1 (2011): 55–71. http://dx.doi.org/10.1080/10901027.2010.547652.

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Jobb, Cory. "Power, Space, and Place in Early Childhood Education." Canadian Journal of Sociology 44, no. 3 (2019): 211–32. http://dx.doi.org/10.29173/cjs29596.

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This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I sugg

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Hanline, Mary Frances, and Lise Fox. "Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 2 (1993): 121–29. http://dx.doi.org/10.1177/154079699301800205.

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Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood e

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Reinke, Stephanie, Lacey Peters, and Daniel Castner. "Critically engaging discourses on quality improvement: Political and pedagogical futures in early childhood education." Policy Futures in Education 17, no. 2 (2018): 189–204. http://dx.doi.org/10.1177/1478210318788001.

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This article is a commentary developed by three early childhood teacher educators who are concerned about the negative consequences of contemporary policy trends in the United States. The commentary critically examines the influence of quality improvement in early childhood as it relates to environmental rating systems and the use of teacher performance assessments, more specifically, the Early Childhood Environmental Rating Scale and the Teacher Performance Assessment. The article concludes with a potential vision for early childhood scholars and practitioners—building solidarity to function

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Whyte, Kristin Lyn, M. Abigail Stein, Debbie Kim, Natalie Jou, and Cynthia E. Coburn. "Mathematics in early childhood: Teacher educators’ accounts of their work." Journal of Early Childhood Teacher Education 39, no. 3 (2018): 213–31. http://dx.doi.org/10.1080/10901027.2017.1388306.

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Lin, Qiuyan. "Multicultural visions in early reading classrooms: Implications for early childhood teacher educators." Journal of Early Childhood Teacher Education 25, no. 3 (2005): 237–45. http://dx.doi.org/10.1080/1090102050250307.

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Brown, Christopher P. "Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times." Contemporary Issues in Early Childhood 10, no. 3 (2009): 240–59. http://dx.doi.org/10.2304/ciec.2009.10.3.240.

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As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps

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Taguchi, Hillevi Lenz. "Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities regarding Subjectivity and Feminism." Contemporary Issues in Early Childhood 6, no. 3 (2005): 244–55. http://dx.doi.org/10.2304/ciec.2005.6.3.5.

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This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of ‘getting outside’ of the regulatory regimes of power pro

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Osman, Ruksana, and Shirley Booth. "A research base for teaching in primary school: a coherent scholarly focus on the object of learning." South African Journal of Childhood Education 4, no. 3 (2014): 15. http://dx.doi.org/10.4102/sajce.v4i3.233.

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This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into

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Gedžūne, Ginta. "Awakening Pre-service Teachers to Children’s Social Exclusion in the Classroom." Discourse and Communication for Sustainable Education 6, no. 1 (2015): 95–109. http://dx.doi.org/10.1515/dcse-2015-0007.

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Abstract Children’s social exclusion in the classroom is a threat to the sustainability of education. Teachers should be sensitised to this issue, which raises important implications for teacher education. This paper reports on an action research study in the context of pre-service teacher education aimed at enriching prospective early childhood educators’ perspectives on children’s social exclusion in the classroom and heightening their awareness of themselves as key figures in reducing it. A teacher capable of dealing with children’s social exclusion was the focus of investigation. The stude

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Kay-Lambkin, Frances, Elizabeth Kemp, Karen Stafford, and Trevor Hazell. "Mental Health Promotion and Early Intervention in Early Childhood and Primary School Settings: A Review." Journal of Student Wellbeing 1, no. 1 (2007): 31. http://dx.doi.org/10.21913/jsw.v1i1.115.

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Response Ability is an initiative of the Australian Government Department of Health and Ageing (the Department). Since 2000, the project team has provided free multimedia resources and practical support for universities and teacher educators, addressing pre-service education for secondary teachers. The focus of the existing Response Ability resources is on the mental health and wellbeing of secondary school students. The use of these resources is designed to encourage pre-service teachers to engage with and promote social and emotional health in their teaching practices. In 2006, the Response

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Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (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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Brown, Christopher P., and Joanna Englehardt. "Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program." Journal of Early Childhood Research 17, no. 2 (2018): 88–103. http://dx.doi.org/10.1177/1476718x18812214.

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The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new set of challenges for early educators who seek to resist this neoliberal shift toward individualism and the framing of education as a process of learni

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Novinger, Sue, and Leigh O'Brien. "Beyond ‘Boring, Meaningless Shit’ in the Academy: Early Childhood Teacher Educators under the Regulatory Gaze." Contemporary Issues in Early Childhood 4, no. 1 (2003): 3–31. http://dx.doi.org/10.2304/ciec.2003.4.1.4.

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In the USA, many young children are being subjected to a largely irrelevant, fragmented, meaningless curriculum in the name of school reform and meeting state and/or national standards; it is the authors' view that teacher educators also increasingly have to endure the same. The authors use their own recent experiences with licensing and accrediting bodies, the New York State Department of Education and the National Council for Accreditation of Teacher Education respectively, to argue that everyone is being subjected to a disempowering, regulatory (and potentially punitive) gaze in the name of

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Widiasih, Dewa Agung Putri. "EFEKTIVITAS KEGIATAN KELOMPOK KERJA GURU (KKG)." Dharmasmrti: Jurnal Ilmu Agama dan Kebudayaan 17, no. 1 (2017): 82–90. http://dx.doi.org/10.32795/ds.v16i01.77.

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The act No. 14 of 2005, article 1, paragraph 1 states that the teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing and evaluating the students on the early childhood education, formal education, primary education, and middle educa- tion. The teachers are required to carry out the process of learning which includes exploration, elabo- ration and confirmation to change the educational paradigm, which is from the paradigm of teaching to the paradigm learning. The obstacle for the teachers is that because they have abandoned the

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Lim, Min-Jung, and Jee-Hea Baek. "Early Childhood Pre-service Teachers’ and Teacher Educators’ Perceptions and Needs regarding the Moral Imagination Teacher Education Program." Journal of Future Early Childhood Education 25, no. 1 (2018): 25–46. http://dx.doi.org/10.22155/jfece.25.1.25.46.

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Douglass, Anne L. "The Role of Relationships: An Exploratory Study of Early Childhood Educators Earning a Bachelor’s Degree." SAGE Open 9, no. 1 (2019): 215824401983783. http://dx.doi.org/10.1177/2158244019837830.

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Professional standards increasingly call for early childhood educators to hold a bachelor’s degree as one measure of educator quality. This has prompted many educators to return to college, creating both a need and an opportunity to better understand the factors that support educators to complete their degree and apply what they learn to their teaching practice. This qualitative study examined the higher education experiences of early educators enrolled in a public urban university early childhood teacher education program. Using a theoretical lens grounded in relational theory, this study exp

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Stormont, Melissa, and Laine Young-Walker. "Supporting professional development needs for early childhood teachers: an exploratory analysis of teacher perceptions of stress and challenging behavior." International Journal on Disability and Human Development 16, no. 1 (2017): 99–104. http://dx.doi.org/10.1515/ijdhd-2016-0037.

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Abstract Early childhood teachers are a unique population of teachers and it is important to determine amendable factors that contribute to their stress. According to available research, challenging child behavior is associated with teacher stress and burnout in school-aged teachers. Given the lack of formal and coordinated in-service education and varied qualifications, early childhood teachers are particularly vulnerable to stress. Further, young children are more likely to have challenging behavior given their social-emotional developmental levels. The purpose of this study was to explore t

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Andrisyah, Andrisyah, and Asih Nur Ismiatun. "The Impact of Distance Learning Implementation in Early Childhood Education Teacher Profesional Competence." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (2021): 1815–24. http://dx.doi.org/10.31004/obsesi.v5i2.1009.

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Covid-19 pandemic has an impact on early childhood education. This presents a major challenge for Early Childhood Education educators to improve their professional competence so that they can adapt to conditions in the current Covid-19 pandemic and respond to challenges in the era of society 5.0. The purpose of this study was to analyze the impact of distance learning on ECE teachers’ professional competencies. Sampling used cluster sampling techniques. This study involved 30 ECE teachers from three provinces on the island of Java. The method used is descriptive qualitative. Data collection te

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Lannak, Jane. "Millie Almy: Nursery School Education Pioneer." Journal of Education 177, no. 3 (1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.

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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical i

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Beery, Thomas, and Ola Magntorn. "Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve." Sustainability 13, no. 8 (2021): 4231. http://dx.doi.org/10.3390/su13084231.

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There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data

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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.

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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good fo

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Page, Jane, and Patricia Eadie. "Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams." Australasian Journal of Early Childhood 44, no. 3 (2019): 270–84. http://dx.doi.org/10.1177/1836939119855542.

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There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects – the Victorian Advancing Early Learning Study and the Every Toddler Talking Initiative – to explore the features of coaching, collab

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