Early Childhood Student Teachers Research Articles

Early childhood education student teachers’ perceptions of implementing a bicultural curriculum

ABSTRACT This article explores how early childhood student teachers are developing competency to implement bicultural practices in New Zealand. It uses surveys and focus-group interviews to examine 162 student teachers’ understanding of the early childhood curriculum, and its implementation during their three-year degree initial teacher education programme. Results showed that the term “bicultural curriculum” was not well understood, and there was confusion over whether Te Tiriti o Waitangi or the Treaty of Waitangi forms the basis of the bicultural curriculum. Student teachers lacked confidence in competently using te reo (the Māori language) within their daily practices and articulating tikanga Māori (cultural constructs).

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

Early childhood student teachers engaging in a scenario-based professional program: The case of early mathematics

Early childhood student teachers engaging in a scenario-based professional program: The case of early mathematics

“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education

ABSTRACT This study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.

Performance Perfectionism and its Relation to Academic Procrastination and Depression among Early Childhood Student Teachers

Performance Perfectionism and its Relation to Academic Procrastination and Depression among Early Childhood Student Teachers

Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework

Amongst the contemporary needs of societies in the fourth industrial revolution, are student-teachers who are adaptable, ethical, and literate in developing technology-mediated environments. Cultivating such teachers requires engaging them experientially in blended learning practices. We explored 155 student-teachers’ experiences of blended learning, at a South African institution for higher education, by using the Community of Inquiry (CoI) as theoretical framework. We created cognitive, social, and teaching presences within the initial teacher education module on their learning management system, Blackboard LearnTM. Utilising explanatory mixed-method as research approach enabled us to compare student-teachers’ experiences of the three presences using a Likert-type questionnaire and reflective feedback. Studentteachers’ online engagement reflected a good cognitive and teaching presence; whilst their social presence was maintained using disparate social media applications and consequently sidestepping this higher education institution’s learning management system. Social constructivists endorse socially situated knowledge, collaborative validation of understanding, and one’s own construction of meaning. Supposing that student-teachers education social studies for democratic citizenship education necessitate social presence as it precedes cognitive and teaching presences. The implication for higher education institutions is to create a sustainable online social presence within their learning management systems for prospective teacher citizens to be better prepared for technology-mediated milieus.

Early childhood student-teachers’ perspectives on creativity

The changes taking place during the pandemic regarding the interchange between online and face-to-face teaching in the Department of Education of an Eastern Mediterranean private university, led to the need of instructors not only to revisit knowledge on creativity but to examine the views and perceptions of early childhood student-teachers about creativity. More specifically, through informal interviews, we examined 15 junior early childhood student-teachers’ beliefs concerning creativity in general and the traits of a creative individual, whether creativity can be developed in education, and how it could contribute to early childhood teachers’ professional development. In this article, we summarize a qualitative descriptive study that took place in the context of the course Designing Activities in Kindergarten and describe the results from the semi-structured interviews that aimed to find out early childhood student-teachers’ views on creativity providing evidence for the participants’ need for a framework and strategy to guide their creative instructional design and teaching.

Field Experience Make Difference: Early Childhood Student-Teachers’ Beliefs about Best Practices for Jordanian Kindergarten Children

The separation between academic knowledge gained from university courses and practical knowledge gained from field experiences is an ongoing problem in teacher education. This research investigated the impact of field experiences on early childhood student-teacher’s’ beliefs regarding the best practices (Developmentally Appropriate Practice [DAP]) at kindergarten setting in Jordan. The quantitative methods utilizing pre-and post-surveys were employed. The respondents consisted of (65) students who agreed to be part of the study and filled out the surveys before and after attending the practicum program at the school of education during the first semester of the (2018/2019) school year. The survey consisted of (48) items that evaluated the early childhood education student-teachers’ beliefs regarding the best practices for kindergarten children. The results revealed that the overall mean of the early childhood student-teachers’ beliefs regarding DAP in the kindergarten setting in Jordan before field experience was (2.79), which means they had a moderate belief level of DAP. Furthermore, the researchers found that there are a “statistically significant differences” (at α = 0.05) in early childhood student-teachers’ beliefs regarding DAP before and after attending the practicum program in all domains favoring the post survey, except the “reciprocal relationships with families” domain. Focusing more on the inclusion of developmental practices in theoretical courses during the teacher education programs in university are recommended.

Building a critically transformative community of inquiry in an online undergraduate program

Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.

Perceptions of Early Childhood Student Teachers towards the Online Tutorial Courses at Universitas Terbuka (UT)

This article discusses how Universitas Terbuka (UT) has helped to change the way of teaching, especially early childhood education (ECE) student teachers learn in Indonesia, from being the passive students who were listening to the teacher in the class to be those who can learn actively and independently both face to face and online. The research was conducted in 2018 and 2019 by sending some open questions online and by interviewing some early childhood education (ECE) student teachers. The study also used the data from 2013 as comparison data. The data have been analyzed descriptively. The results showed that it is proven that UT has a role as an agent of change for the early childhood education (ECE) student teachers in Indonesia. By studying at UT, the ECE student teachers learn to explore actively and independently. Moreover, UT (Universitas Terbuka) has helped them to experience how to learn online. By participating in an online tutorial at UT, the ECE student teachers learn to use internet for learning, such as reading the learning materials online, by expressing their knowledge and posting their questions online. Thus, in UT, they learn to know and to learn how to be professional ECE student teachers.

Species Learning and Biodiversity in Early Childhood Teacher Education

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 the implementation of species learning in an EC teacher education course in Finland. Our aim was to study the student teachers’ species identification skills, their views on the importance of species knowledge, and their experiences of species learning. The study used a mixed-methods approach and included species identification tests, a questionnaire, learning diaries, and focus group interviews. The results show that the student teachers were eager to learn about species. They found species learning important both for EC teachers and for sustainability, and they appreciated learning about species in a broad sense, from personal, educational, and social perspectives. Our conclusion is that implementing species knowledge in EC teacher education promotes an interest in the natural world and may form a significant contribution to nature and sustainability education for EC teachers.

Curious children and knowledgeable adults – early childhood student-teachers’ species identification skills and their views on the importance of species knowledge

ABSTRACTThis study investigates early childhood (EC) student-teachers’ species identification skills and their views on the importance of species knowledge. The study used a mixed methods approach, including a species identification test and a questionnaire, and involved 186 Norwegian EC student-teachers. Our results reveal that species knowledge of first-year students was poor when they entered university. During their first semester, the students learn about common, local species and this knowledge seems to be maintained throughout their studies. The majority of the students had use of species knowledge during their practical training periods in kindergartens and considered species knowledge important for EC teachers as well as for sustainable development. The need for species knowledge was often associated with spontaneously occurring situations initiated by children during nature excursions. The students argued that species knowledge is important for fostering children’s curiosity, increasing their understanding of nature and strengthening their relationship with nature. We hope that this study can illustrate the importance of species knowledge in EC teacher education. It is essential that students acquire both the knowledge and skills to facilitate the variety of learning possibilities that exist in nature and are able to provide children possibilities to learn about the diversity of nature as well as to develop a relationship with it.

Working with student teachers ‘at risk’ during early childhood practicums: Reflections from five Associate Teachers

In this study, the focus is on five Associate Teachers’ remembered experiences of working with early childhood Student Teachers nearing graduation who were at risk of failing practicum. Using Rogoff’s overlapping ‘planes of analysis’, the subjective experiences of the Associate Teachers are analysed, bringing into focus the personal, interpersonal and institutional complexities involved in attempting to assess the Student Teacher on practicum. Ethical and philosophical issues become apparent, particularly in the clash between protecting a Student Teacher’s privacy and the open communication valued in the relationship, between Associate Teachers and the Initial Teacher Education provider.

Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions

ICT is an effective tool which can support young children’s reading skills in English as a foreign language (EFL), while teachers’ perceptions influence their classroom practices; however, there is limited empirical evidence on students’ perceptions on the use of ICT to enhance early reading skills in EFL. This study investigated early childhood student teachers’ perceptions regarding children’s reading skills in EFL via ICT, in Greece. A questionnaire was administered to 110 students. Students expressed positive perceptions indicating their willingness-intention to use ICT in teaching reading in EFL to young children. The skills and strategies most reported were that they will use computers (high percentage of agreement, over 70%) in their classrooms for the extension of children’s vocabulary and the motivation of children to read and to like reading. Students perceived as major barriers the technical support and the availability of resources. The greater the year of study, the more positive were their perceptions. Implications for early childhood pre-service teacher training and educational policy are discussed.

“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences

This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.

유아교육실습생용 지도교사 피드백 평가도구의 타당도 검증

본 연구의 목적은 유아교육실습생용 지도교사 피드백 평가도구의 타당도를 검증하는 것이다. 이를 위해서 외국에서 개발된 도구를 번안하여 전문가 내용타당도를 거친 후, 3, 4년제 유아교육과 학생 중 정규교육실습을 마친 223명을 대상으로 지도교사의 피드백 수준을 평가하게 하였다. 탐색적 · 확인적 요인분석과 신뢰도 검증을 실시한 결과, 첫째, 탐색적 요인분석 (주축요인, 오블리민)에서 총 20문항 중 공통성 값(h2)이 .30 이하인 문항은 3개(8, 12, 14번)이었고, 요인은 2개 요인으로 아이겐 값과 요인계수가 모두 타당하였다. 이에 3개 문항(8, 12, 14번)을 삭제한 후, 요인명을 요인Ⅰ은 ‘효율성 · 개방성’, 요인Ⅱ는 ‘존중’으로 조정하였다. 조정된 요인과 문항에 대한 확인적 요인분석을 실시한 결과, 모형은 적합하였다. 문항들의 표준화 추정계수와 C.R. 값은 문항15를 제외하고 수용기준 이상으로 타당하였고, 요인들의 평균분산추출(A.V.E.)의 경우, ‘효율성 · 개방성’ 요인은 수용기준을 넘었고, ‘존중’ 요인은 다소 못 미쳤으나 개념신뢰도는 수용기준을 모두 충족하여 수렴타당도가 검증되었다. ‘효율성 · 개방성’과 ‘존중’ 요인 간의 상관계수는 -.51이고, 요인별 A.V.E. 값(.59, .40)이 상관제곱(Φ²=.26)보다 커서 판별타당도가 입증되었다. 둘째, 탐색적 · 확인적 요인분석에 근거하여 4개(8, 12, 14, 15) 문항을 삭제하고 조정된 요인별 Cronbach’s α를 산출한 결과, ‘효율성 · 개방성’은 .94, ‘존중’은 .79로 나타났다.

Be[com]ing a teacher in neoliberal times: The possibilities of visioning for resistance in teacher education

Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the “good teacher”. Despite the pervasiveness of neoliberal discourses, little is known about how student teachers experience increased corporatization in education, or about how they act rather than are acted upon in this context. In examining these dynamics, we explore the following research questions: (a) How do student teachers make sense of neoliberal discourses in teaching? (b) How do student teachers experience the process of what Hammerness describes as “teacher visioning” in the context of neoliberal discourses? (c) What, if any, effect does visioning have on their responses to these discourses? We draw on qualitative data including focus groups, interviews, and document analysis from a group of early childhood student teachers enrolled in a public teacher education program and placed in field sites around eastern Massachusetts. Based on our findings, we argue that teacher visioning can, under certain circumstances, serve as an impetus for student teacher resistance to neoliberal pressures.

Uncovering cultural assumptions: Using a critical incident technique during an international student-teaching field experience

This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and behavioral changes based on what was learned from the critical reflection. The student teachers wrote weekly critical incidents, which were then discussed during weekly individual interviews. Three group discussions, a research journal, and field notes were used to triangulate the findings. A qualitative thematic analysis revealed five types of written critical incidents: descriptive, hypothetical, resistive, reflective, and integrative. Illustrative critical incidents are presented to compare and contrast how the international field experience allowed for productive reflection of cultural assumptions for some student teachers while leading to resistance to cultural assumptions for other student teachers. The findings suggest that outcomes vary based on the student teachers’ ability not only to identify their cultural assumptions, but also to challenge their cultural assumptions with actions grounded in ethnorelative reflection when teaching diverse groups of young children in the US and abroad.

A complex act – Teacher educators share their perspectives of practicum assessment.

Practicum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.

예비유아교사의 낙관성과 공감능력 및 의사소통능력 간의 관계

예비유아교사의 낙관성과 공감능력 및 의사소통능력 간의 관계