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Search Results for 'Early childhood education' (Keyword)
216 items found 1 / 22 Go to page 
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1   |   From section Preservice Teachers
Fieldwork With Infants: What Preservice Teachers Can Learn From Taking Care of Babies
Author Lisa Beck
The aim of this study was to add to the research base by examining the impact of fieldwork with infants on the development of three preservice early childhood teachers. The results of this study suggest that the unique setting of the infant room may have pushed the preservice teachers to develop new skills, make powerful theory–practice connections, and rethink some of their initial beliefs about teaching and learning in ways that their previous experiences in more traditional classrooms did not.
Publication Year: 2013    |    Updated in ITEC: February 26, 2017
2   |   From section Teacher Educators
Teaching Diversity: A Reflexive Learning Opportunity for a Teacher Educator
Author Sophia Han
This paper reports on a two-year self-study exploring the author's roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. The author was interested in better understanding how and what she can learn from the complexity of her teaching experiences. She examined, when teaching diversity, how she constructed and navigated her roles, how the students constructed and perceived her roles, and how they have transformed her instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity.
Publication Year: 2016    |    Updated in ITEC: January 3, 2017
3   |   From section Multiculturalism & Diversity
Multicultural Apprenticeships in Teacher Education
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
4   |   From section Theories & Approaches
Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s
In this article, the authors compare history chapters in recent introductory early childhood education textbooks with those from an earlier study (Prochner, 1998). As in the original analysis, this examination focused on four aspects of the chapters: the rationale for the study of history, the dominant story of the history, the facts of the history, and the perspective on early childhood education history.
Publication Year: 2013    |    Updated in ITEC: December 6, 2016
5   |   From section Assessment & Evaluation
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
6   |   From section Instruction in Teacher Training
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Publication Year: 2015    |    Updated in ITEC: November 9, 2016
7   |   From section Mentoring & Supervision
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The results revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
Publication Year: 2015    |    Updated in ITEC: November 9, 2016
8   |   From section Instruction in Teacher Training
Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates
In this paper, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts.
Publication Year: 2014    |    Updated in ITEC: October 5, 2016
9   |   From section Instruction in Teacher Training
Partnered Placements: Creating and Supporting Successful Collaboration Among Preservice Teachers
This paper presents a study of early childhood and elementary preservice teachers’ perspectives on the peer and faculty related factors that contribute to the success (and lack of success) of their partnerships. It concludes with effective strategies for teacher educators to consider in creating and supporting field-based peer partnerships.
Publication Year: 2014    |    Updated in ITEC: October 5, 2016
10   |   From section Teacher Education Programs
Teaching Early Childhood Education Students Through Interactive Scenario-Based Course Design
By adopting a scenario-based approach, teacher educators and others designing online environments can help prepare students for the types of challenges they will face in communities and classrooms after graduation.. Solving complex problems inherent in a scenario-based approach affords students the opportunity to tackle ill-formed problems, integrate multiple perspectives, and use higher order thinking. These outcomes were among the goals of a redesign of online courses in an early childhood education degree program.
Publication Year: 2012    |    Updated in ITEC: August 31, 2016
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