Early Childhood Student Teachers Research Articles

Innovation and Research in Education: A Necessary Tandem for the 21st Century

Currently, immersed, as we live, in the Internet Galaxy, which goes far beyond the power of connectivity between author/source of knowledge and reader/receptor, educational research cannot leave aside both research and innovation. On the one hand, it is intended to generate knowledge and to move forward with the application that ICT (information and communications technology) offers in order to improve our reality and knowledge of it. On the other hand, it is necessary to not victimize ourselves when considering the prodigious mirage that ICT can have, since we cannot forget that, in fact, the final goal is the field of Education. With it, and keeping in mind that our objective is to bring Education to excellence, we must direct our research towards innovation, and not only focusing on novel aspects... We are dwarfs who need to jump on cyclopean giants' shoulders such as the classics of Education, since their efficacy has been more than proved. However, this cyclopean base must not be limited to the unique and, as such, limited vision of the Cyclop. We must expand our perspective, but, at the same time, acceot that some pedagogical methods simply do not really contribute to innovation, and they therefore do not help to better understand our reality.To this noble goal we devote this special issue that I now have the pleasure to present and that the always rigurous and dynamic NAER embraces. This edited volume is titled Innovation as Valuable Catalyst Element of Educational Reseach. The first section contains four well-documented articles on flexible learning itineraries based on conceptual maps (Olga Lucia Agudelo, Jesus Salinas); early childhood student teachers' observations and experimentation of creative practices as a design process (Janaina Minelli, Eliana E. Gargallo-Echenique); the impact of a cooperative learning program on the academic achievement in Mathematics and Language in fourth grade students and its relation to cognitive approach (Mery Luz Vega, Christian Hederich); and virtual worlds and social and educational inclusion in a case study (Lida Castaneda et al.).The miscellaneous section embraces other no less rigorous essays that analyze many other aspects, highlighting the new trends of this interdisciplinary study: integration processes of a Romanian group in a Huelva village through family life (Antonia-Maria Dias-Reales, Ignacio Aguaded); inclusive education in schools in rural areas (J. Antonio Callado et al.); professional development in teacher digital competence and improvement in school quality from the teachers' perspective (Merce Gisbert, Jose L. Lazaro); online tutoring procedures for supervision of research project (Antonia Darder, Adolfina Perez); school organization and the mobilization of teachers and students in the use of a new general secondary education curriculum in East Timor (Ana Capelo, Isabel Cabrita).When it comes to performing educational research, and more specifically when seeking educational innovations, one must emphasize the concrete (in other words, on specific cases) that is then projected towards the general. Following with another Classical metaphor we could remember that Theseus, after killing the ferocious Minotaur, is able to escape from the unicursal labyrinth thanks to Ariadne's thread; this allowed Theseus to obtain a new becoming that was waiting for him outside of the labyrinth. That thread and the wise devotions of Ariadne, along with the proper decisions taken by Theseus are the keys, and not only the metaphor, of the necessary and inextricable relationship between the microcosms and the macrocosms, between the research of the concrete and its relevance to the whole, along with the indispensable interdisciplinary cooperation among researchers for the innovation of quality and highly productive research outcomes.Enric Mallorqui-RuscalledaCalifornia State University, Fullerton, CA, USA {emallorq@fullerton.edu}Recieved on 20 June 2015; revised on 20 June 2015; accepted on 30 June 2015; published on 15 July 2015 DOI: 10. …

Early Childhood Student Teachers’ Observation and Experimentation of Creative Practices as a Design Processes

Abstract In this paper, we address the guidance of student teachers in initial training in schools as an invaluable opportunity to raise creative learning awareness. The objective of this present re-search is to develop guidance strategies for guiding the identification of creative practices and for analyzing that moment as a “way of knowing”. We analyze how to mentor future teachers so they feel willing to promote student engagement and creative thinking through their own practices. We adopted a case study approach guided by multimodal principles. We found that triangulation of individual interviews, focus group discussions and a diary of class observation was a useful strategy in the guidance of student teachers in initial training in schools. Results show these strategies allowed them to become more accepting of unpredicted or undesired results, as they approached their sessions’ designs as forms of experimentation. We argue it is essential to guide future educators in the critical analysis of the “standard classroom”, helping them design creative alternatives through collaborative experimentation.

A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum

It is common in early childhood education (ECE), for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the texts they are asked to apply in their teaching, as well as the practice they are observing and seeking to engage. In Bakhtinian theory, ‘voice’ is promoted through a community of learning, and a critical engagement creating new knowledge and subsequent practice. This theme of developing a critical voice for ECE students is the subject matter of this paper, with reference to practicum experience and Bakhtin’s essay, “Epic and Novel: Towards a Methodology for the Study of the Novel.” (Bakhtin 1982).

The place of play: from playground to policy to classroom well-being

In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools.

The Effect of Self-Efficacy and Teacher’s Image on Student Teachers’ Practicum Anxiety

The purpose of this study is to investigate early childhood student teachers` practicum anxiety on the basis of the teacher`s image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher`s Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson``s partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher`s image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers` practicum anxiety and their professional skills of teacher``s image as well as significant correlations between the sum of student teachers` practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers` practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

Understanding early childhood student teachers’ acceptance and use of interactive whiteboard

Purpose – The purpose of this paper is to understanding early childhood student teachers’ self‐reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework.Design/methodology/approach – A total of 112 student teachers enrolled in science‐related papers from Bachelor of Early Childhood Education completed the questionnaire, measuring their responses to performance expectancy, effort expectancy, social influence and facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis.Findings – The results of this study showed that performance expectancy and effort expectancy were found to have a direct and statistically significant positive effect on behavioural intention. Of the four variables in the UTAUT model, the model accounted for 41 per cent of the variance in behavioural intention to use IWB among student teachers. The findings obtained i...

The diverse facets of power in early childhood mentor–student teacher relationships

The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The data were analysed using patterns of common reference to relationship issues. Findings of the study identified trends of power which present a powerful mentor and an empowered student teacher in relation to practicum issues. Both parties exhibited powerful behaviour in different situations, suggesting that a healthy professional relationship allows for parallel contribution. Thus, when considering teaching practicum for student teachers and programmes for mentors, an elaborated discussion on the diverse facets of power should take place.

Exploring and Evaluating Levels of Reflection in Preservice Early Childhood Teachers

THE PURPOSE OF THIS STUDY is to add to the current literature that focuses on approaches to assessing and evaluating reflection. It adds to this literature by developing and trialling a method of assessing reflection occurring in student teachers' reflective tasks. The reflective tasks were taken from a Self-Assessment Manual (SAM) developed specifically for early childhood practitioners and student teachers, and piloted with six early childhood student teachers. Through the application of an adapted version of the Boud, Keogh & Walker (1985) framework (Sim, 2006), six levels of reflection processes learners might experience were identified and responses aligned to these stages. Initial results show this model was able to provide an effective framework for objectively evaluating student teachers' levels of reflection, enabling a defined level of analysis for the assessor. What is also noted is the correlation between the type of reflection task and the reflection level demonstrated in the student teacher responses. Introducing the student teachers to the framework so they can self-assess, in order to deepen their understanding of their own reflection levels, is the next step of the project.

Working Together for Toby: Early Childhood Student Teachers Engaging in Collaborative Problem-Based Learning around Child Abuse and Neglect

EARLY CHILDHOOD TEACHER EDUCATION programs have a responsibility, amongst many, to prepare teachers for decision making on real world issues, such as child abuse and neglect. Their repertoire of skills can be enhanced by engaging with others, either face-to-face or online, in authentic problem-based learning. This paper draws on a study of early childhood student teachers who engaged in an authentic learning experience, which was to consider and to suggest how they would act upon a real-life case of child abuse encountered in an early childhood classroom in Queensland. This was the case of Toby (a pseudonym), who was suspected of being physically abused at home. Students drew upon relevant legislation, policy and resource materials to tackle Toby's case. The paper provides evidence of students grappling with the complexity of a child abuse case and establishing, through collaboration with others, a proactive course of action. The paper has a dual focus. First, it discusses the pedagogical context in which early childhood student teachers deal with issues of child abuse and neglect in the course of their teacher education program. Second, it examines evidence of students engaging in collaborative problem solving around issues of child abuse and neglect and teachers' responsibilities, both legal and professional, to the children and families they work with. Early childhood policy-makers, practitioners and teacher educators are challenged to consider how early childhood teachers are best equipped to deal with child protection and early intervention.

On our best behaviour: Lesbian-parented families in early childhood education

Aotearoa New Zealand's early childhood curriculum document Te Whariki (Ministry of Education, 1996) consistently promotes strong partnerships with all families and whanau. The foreword, introduction, and implementation sections emphasise a curriculum commitment to collaboration with families and whanau. Despite this, there is little evidence of positive visibility for same-gender families in early childhood centres. Gunn and Surtees (2004) have worked consistently to address issues of homophobia and stereotyping with early childhood student teachers and teachers over last decade, yet admit they have witnessed little change. Surtees, in Gunn et al. (2004), describes witnessing a lack of support from both teachers and parents when children mentioned their same-gender parents. She reports hearing homophobic remarks that no one took opportunity to question. When teachers reassure families that boys dressing in skirts are not going to grow up to be gay, underlying message is clear: homosexual is not okay (Gunn et al., 2004). These messages permeate social world of child. The purpose of study that informs this article was to investigate experiences of a group of gay mothers who had children attending early childhood centres. The study aimed to find out which practices supported, or otherwise, inclusion of these families, and whether Te Whariki intentions were being met. The research has wide-reaching significance for wellbeing of children from gay- and lesbian-parented families, and for gay and lesbian youth. Children develop identity in a multifaceted manner, which includes political dimensions embodied in social world of which they are a part (Williams & McKenna, 2002). The attitudes of others have a significant influence on children's developing sense of self and wellbeing. If positive attitudes towards people of diverse sexualities are evident in early childhood education, greater acceptance in education sectors could result. A tension existed for mothers in study between wanting to be seen as like any and their knowledge that acceptance afforded to gay and lesbian people is often tenuous. This tension was evident in juxtaposition between warmth with which majority of teachers welcomed families and lack of provision made for lesbian-parented families in most of early childhood centres. The tension sometimes resulted in mothers not addressing their concerns with teachers. Staying silent about not being included may result from feelings of being other, and therefore not wanting to appear demanding. These feelings could be alleviated if family diversity was acknowledged and embraced by teachers. Theoretical framework The theoretical framework for this research was informed by queer theories and Michel Foucault's (1977) thinking about how society ensures compliance by using techniques of discipline and control. Heteronormativity emerged as most significant construct from queer theories. Heteronormativity is pervasive expectation that people are heterosexual, and it is underpinned by constant reinforcement in all aspects of our lives (Warner, 1993). Adrienne Rich (1980) suggests that understanding that families are comprised of a man and a woman and their children permeates every element of human existence. This pervasive supposition is aptly described by Sedgwick (1991, p. 68) as the deadly elasticity of heterosexist presumption. The common assumption that families are formed by a heterosexual couple means that any family that does not fit this pattern is likely to be viewed as other and to experience resulting stigma. Even if overt homophobia is not displayed, expectation of heterosexuality has a profound influence. In order to work towards a more socially just society, listening to voice of other is paramount. …

Assignments as a Pedagogical Tool in Learning to Teach Science: A Case Study

Fostering student teachers' confidence and competence to teach science in early childhood settings is a complex and challenging task for teacher educators situated in university classrooms. The research reported in this paper is based on an analysis of 3rd-year early childhood student teachers' assignments. The assignment required them to interview young children in order to find out what the children knew about a specified science topic. Three themes emerged from a constant comparison analysis. The first was the artificiality of the situation as constrained by the task. The second was the importance of sound subject knowledge in being able to ask questions of the children that were not misleading or difficult to answer. The third theme encompassed the difficulties associated with engaging young children in meaningful conversations. As a result of this analysis, the assignment task was modified to enable student teachers to work in more pedagogically appropriate and authentic ways.

Would We, Could We, Did We Collaborate? Mutuality and Respect

Would We, Could We, Did We Collaborate? Mutuality and Respect

Student teacher professional agency in the practicum

Teachers are encouraged to be active professionals in their work. Consequently, the development of professional agency in student teachers is an important dimension in teacher education. This paper reports on a study where the practice of six early childhood student teachers enrolled in a Bachelor of Education (Teaching) course was analysed, using Giddens' concept of agency, and each was found to have operated with agency. However, when additional criteria pertaining to early childhood professional practice were applied by means of a triadic viewpoint only three of the student teachers were deemed to have operated with ‘professional’ agency. Factors that were perceived to have contributed to or detracted from the student teachers' capacity to operate with professional agency were identified. Arising from these factors, this paper argues for in‐depth student teacher preparation for the practicum in order to develop professional agency.

Exploring How Project Work Enhances Student Teachers’ Understanding of Children with Special Needs

In this year-long qualitative study we found that most early childhood student teachers involved children with special needs in project work and realized its benefits. The factors that promoted children’s involvement were familiarity and interest in the topic, comfort with the size and composition of the small group, and the use of open-ended, child-centered activities. While challenged, student teachers were able to meet the broad range of developmental levels through project work. They recognized and valued how project work can promote acceptance of diversity. Positive field experiences in an inclusive setting incorporating project work deepened student teachers’ understanding of children with special needs.

Preliminary findings: Early childhood student teachers’ perception of their confidence and competence

The purpose of this pilot study was to examine early childhood student teachers’ perceptions of their confidence and competence in the subject areas of the New Zealand Curriculum Framework (NZCF). The preliminary findings are presented from an analysis of questionnaires, testing and focus group interviews. Study design and methods of collecting data are detailed. The students indicated their own perceptions of their confidence and competence in various subject areas and three influences bcame apparent from their responses. Teacher educators may find these preliminary results informative and instructive for the design of preservice early childhood education programmes. © 2004 Elsevier Inc. All rights reserved.

Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence

New Zealand is moving towards increased qualification requirements for early childhood educators. There is an underlying assumption that there is a correlation between quality early childhood education, teacher qualifications and quality practices in teaching and learning. Two fields of literature, early childhood pedagogy and science specific pedagogy, are reviewed briefly to provide a framework with which to consider why student teachers' attitudes, misunderstandings and misconceptions in science can limit their ability and willingness to create quality teaching and learning opportunities. The study reported in this paper highlights, in general, that early childhood student teachers' subject knowledge in science was poor. It also emerged that the student teachers were unaware of how little they knew and how this might affect their ability to provide appropriate science experiences for young children.

Learning from the Past: An account of an oral history project for students in an early childhood teacher education program

Engagement of student-teachers with the community of practice they are entering is central to the formation of their identity as an educator. This paper outlines a teaching and research project that enabled early childhood student-teachers to gain insights into the field through interviewing past teachers and reflecting on their practices. In the process, students became aware of the complexities of their chosen profession, alternative teaching practices and different ways of relating with families. Their responses indicated that the experience had an impact on their identity with the profession, their learning about the nature of history and their understanding of research processes.

A Unique Pedagogical Project Contextualised within a Children's Art Exhibition

Interactions in learning between young children and early childhood student teachers, in a context outside the usual practicum, are reported in this article. The context is a children's art exhibition, in which over 280 artworks of children aged between 17 months and 6 years were exhibited. The project focuses on the mediation of thinking and creative expression between children and early childhood students, around three-dimensional works of art, which generated cross-modal artistic expression in both groups. Students visiting the exhibition were guided by their lecturer in a story-making process, prompted by children's symbolic expressions. The aim was to exemplify a pedagogical process in which children's thinking could be accessed, and then further mediated through story-drama. These stories, and other artworks, were then shared with children back in their early childhood programmes to stimulate further thinking, creativity, and representation across a range of symbolic languages — construction, music-making, dance and pretence. The ‘partnership in thinking’ between children and students thus occurred without face-to-face interactions, but through their symbolic communications. Hence, the art exhibition provided a stimulus and context for integrated learning exchanges between children and early childhood student teachers. This represents a creative pedagogical framework which exemplifies partnerships in action, and a Vygotskian approach to adult and child pedagogy.

Researching early childhood student teachers: Life histories and course experience

Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled in the Bachelor of Education (Early childhood) in the School of Early Childhood, at the Queensland University of Technology. This paper reports on the preliminary phase of longitudinal study of the course experience of 141 students (66 in their first year and 75 in their fourth year). These students were surveyed with respect to their life histories, course experience and perceptions of the course. Findings indicate that students in their final year, in comparison to first year students, were more positive about the course and indicated greater confidence in their role as emerging early childhood professionals. In addition, the teaching practicum emerged as crucial for their achieving balance between theory and practice. Relevant findings are discussed with respect to implications for early childhood teacher education.

Rewards, Risks and Tensions: Perceptions of males enrolled in an early childhood teacher education programme

This article describes the perceptions held by a group of male early childhood student teachers concerning the potential rewards and risks entailed in their non-traditional career choice, and the gender-related tensions they encountered in their pre-service programme. Although these men hoped that their involvement in early childhood education might contribute to long-term gender reform, their accounts indicated that each had difficulty articulating a consistent perspective about gender and gender-related issues. The article highlights the need for early childhood teacher education programmes to address gender issues, and considers implications for teacher educators seeking to increase the participation and retention rates of pro-feminist males with potential to contribute to gender reform.