Early Teacher Education Research Articles

Co z tą zmianą? – opinie nauczycieli edukacji wczesnoszkolnej na temat lektur szkolnych

Introduction: The text presents the results of a diagnostic survey conducted in the first quarter of 2022 among teachers of early childhood education. It was conducted in order to collect teachers' opinions on the change made in the reading list, effective from 01/09/2021. The text is set in an interpretative paradigm, in the spirit of critical and creative education focused on the subjectivity of participants in the educational process, that perceives teaching as a creative process. I base the theoretical assumptions on such key categories as change in education (Klus-Stańska), open and closed school culture changes (Zamorska, Krzychała), invisible change (Bober), apparent change (Dudzikowa), I draw attention to the importance of teachers' participatory participation in the change as well as emphasizing the reading from the perspective of the text of culture, the medium and the linguistic transmitter of the world image. Research Aim: Interviews with teachers present the position of early school education teachers towards the change made, their orientation in the latest reading offer addressed to the child, their beliefs, needs and possibilities of its implementation. Method: The data collection method used was a diagnostic survey. The technique used was a qualitative in-depth interview, partially structured, focused on the problem of the perceived change in reading and the organization of work with reading. The study included 17 teachers of early childhood education from 17 primary schools in the Białystok town. Conclusion: The results of the survey are aimed at drawing attention to the problem of shaping educational policy in the above-mentioned scope.

Actor and Sapper in the Classroom: A Method of Evaluation and Students’ Results

In the presented study, researchers consider if the evaluation method impacts early education students’ results and their beliefs about themselves. The results prove significant relation between the method of evaluation and students’ results (with the same questions). The reliability of evaluation depends on the type of diagnosed skills (language or mathematical skills). In an oral examination in the presence of the class, children achieve better results in the linguistic test. Higher scores on mathematical tests were noted in the case of written exams. Research conclusions could be used as a hint for early education teachers and an interesting area for other studies and consideration.

INTEGRATION OF ICT IN EARLY CHILDHOOD EDUCATION: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE SCHOOL TEACHERS OF PAKISTAN

The aim of this study was to check the integration of ICT in comparison of public and private school teachers in early childhood education. This study directed conceptual framework from theories of Diffusion of Innovation (Rogers, 2003) and from TAM model (Technology of Acceptance) by (Davis, 2003). The nature of this research was descriptive in nature and quantitative method was selected for data collection. This study based on public and private school teachers of tehsil Rawalpindi, there were 4,160 public schools’ teachers and 837 private teachers in tehsil Rawalpindi in which 320 public and 368 in private are primary teachers. Data were collected from 80 public and 80 private primary level school teachers as a sample. Five point Likert scale questionnaire was developed for data collection. Data analyzed through SPSS 21st version. Therefore, result shows that there is significant difference found between public and private schools teacher’s perception regarding effectiveness of ICT, ICT facilities, skills of teachers for ICT and assimilation of ICT in teaching in early education. Government may participate to encouraged usage of ICT in government schools for teaching and learning process

The T.I.T.U.S. Project: Implications of a Catholic spiritual and faith formation programme on the teaching of classroom Religious Education in Australia

ABSTRACT This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers’ experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers’ lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers’ own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture.

TEACHING LITERACY THROUGH PLAY: INDONESIAN EARLY CHILDHOOD TEACHERS PRESPECTIVE

In Early childhood education, play is considered as the heart of instruction and learning prepare. Play moreover critical in obtaining children language and literacy ability, person with higher level of proficiency have higher opportunity in their life success. This is a qualitative research study analysing teacher's conceptualization of play in the literacy teaching and learning process. An interpretative and descriptive qualitative research is the design of this study. A qualitative study was undertaken because this technique allows researchers with ways and means considering different views of the research subject therefore producing rich, in-depth and elaborate data. This, small research has been conducted in Indonesian settings on the utilize of play in educating proficiency in early childhood instruction classrooms. Information was obtained through one-on-one, one-hour in-depth interviews from a few teachers in five early childhood education institutions. Examination of the information uncovered those early education teachers agree on utilizing play as an instrument in educating literacy concepts

Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland

Inclusive education is a challenge for educational systems around the world. The major issue affecting inclusive education is the limited support for teachers in implementing inclusive education and working with diverse students.The primary aim of this study was to define the differences in the subjective sense of professional support (institutional and non-institutional) of early education teachers from big cities and small towns/villages in Poland via the survey research method.There is a significantly higher reported sense of support in the workplace for early education teachers from big cities compared to small towns/villages in Poland. Regarding the investigated institutional support categories, only support from trained professionals in the education of students with special educational needs (outside the didactic process) and support from other teachers (within the didactic process) was significantly different and ranked higher in teachers from big cities. For the non-institutional support categories, only support from friends and acquaintances was significantly higher in the early education teachers from big cities. Moreover, the poor network of specialist support in small towns/villages in Poland may further exacerbate the inequalities observed in the success of implementing the inclusive education idea.

Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative

ABSTRACT This paper focuses on outcomes for Infant and Early Childhood Mental Health Consultation (IECMHC) provided to early education teachers as part of a tiered statewide expulsion prevention initiative. In a sample of 360 children (83.3% male, 66.6% White, 88.1% with clinically elevated externalizing behavior at baseline) at risk for expulsion, outcomes from consultation are described, including expulsion outcomes and changes in child behavior. Multiple regression was used to explore the role of teacher engagement in the IECMHC process on child-level behavioral outcomes. Of the referred children receiving IECMHC, 3.9% were expelled. From pre- to posttest, teachers reported significant reductions in behavior concerns (both frequency and the perception of the behaviors as “problematic”) and expulsion risk (based on teacher perception of child behavior). Teacher engagement in the IECMHC process was a robust predictor of change in child outcomes, with greater engagement associated with improvements in child behavior problems and prosocial skills.

Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators.

Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.

Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020)

The aim of the present study is to explore the evolving trend of research directions in the field of early education. In this research, CiteSpace and VOSviewer were used to visually analyze documents published in eight SSCI journals between 2001 and 2020. Through methods such as co-authorship analysis, cluster analysis, and cocitation analysis, this study found that child care, school readiness, early education quality, effortful control, executive function, self-regulation, and teacher–student relationships are hot topics in early education. Early education research has distinctive interdisciplinary characteristics.

Established and emerging fields of workers’ struggles in the care sector: the case of Poland

This article analyses the struggles of care sector workers in recent years in Poland, mapping the activities of trade unions and initiatives undertaken by non-unionised workers in care services. It considers the institutional setting and barriers specific to Poland and analyses the constraints on industrial action in the sector by looking at different cases: nurses and midwives, early education teachers, nursery teachers and carers of persons with disabilities. All those groups have in recent years organised militant actions. Using an institutional approach and Social Reproduction Theory, the article discusses how the social understanding of care work intersects with the institutional setting during industrial action and the consequences for the workers of this intersection. It introduces the typology of established and emerging fields of workers’ struggles and a concept of ‘bargaining power penalty’ to show that disputes in the care sector are a new form of industrial dispute, featuring, over and above the tripartite worker-employer-state constellation, the relationship between caregivers and care recipients (and their families) as well as the special position of caregivers in society. Care weakens bargaining power, while at the same time it inspires new agendas of struggles.

Nauczyciel edukacji medialnej

The content of the article currently involves crucial issues, which are the role and the meaning of a media education teacher. A teacher of early school education or any other subject, which shapes the appropriate attitude of children and youth towards information and communication technology in their work.

Nauczyciel edukacji medialnej

Introduction . The content of the article currently involves crucial issues, which are the role and the meaning of a media education teacher. A teacher of early school education or any other subject, which shapes the appropriate attitude of children and youth towards information and communication technology in their work. Purpose and state of knowledge . The goal of these theoretical considerations is to draw attention to the necessity of teaching media education in schools, to describe the importance of media education teacher and their competences, which form the foundation in preparing younger generations to live in a world of media. Summary and Conclusions . In ambient reality, it is capable in media teacher that will be the best person to develop their students' media preparation.

Samoświadomość nauczycieli wczesnej edukacji w kontekście diagnozowania dyskalkulii rozwojowej

The article concerns the self-awareness of diagnostic competence of early childhood education teachers in the field of identifying students' risk of facing specific difficulties in learning mathematics. Modern times impose on the teacher increasingly complex tasks, requiring new professional competence, which includes incorporating new teaching methods, methodological considerations, and new professional performance quality. That, in turn, raises the questions concerning the state of preparation of early childhood education teachers to recognize and meet the developmental and educational needs of the student resulting from specific difficulties in learning mathematics as well as the competencies they need and should develop. The overriding goal of the author's research was to find answers to these questions using the diagnostic survey method with the survey technique conducted among 112 early childhood education teachers. In this article, only one aspect of the research is presented, which refers to teachers' self-awareness of the discussed competences. Based on the conducted study, we can conclude that the examined teachers of early education feel prepared to conduct pedagogical activities aimed at recognizing in their students the risk of developing specific difficulties in learning mathematics.

Roblems and Constraints of Authentic Assessment among Children s Early Education Teachers

Authentic assessment aims to plan the individual learning of children by identifying specific needs, assistance or services. The current study aims to identify constraints faced by them in implementing authentic assessment of teachers in early Childhood Education in North Aceh. This study was conducted through three phases, namely the first, the study of problems and constraints of teachers in implementing assessment practices on 70 early Childhood teachers; the second phase, reviewing the teacher documents on the six selected early Childhood teachers and the third examining the constraints from the perspective of five teachers in implementing authentic assessments. The first and second phase analyzes used descriptive statistics. The third phase study data were analyzed qualitatively. Findings show that 70 (100%) teachers get strong emphasis from parents to teach reading, writing and counting to their children. The findings, on the other hand, have identified the constraints faced by teachers, namely the influence and demand from families who want their children to be able to read, write and count as well as testing using written tests. Lack of instruction from the Ministry of Education is also a constraint in implementation.

Przygotowanie studentów edukacji przedszkolnej i wczesnoszkolnej do współpracy z innym nauczycielem w klasie inkluzyjnej

<p>Celem artykułu jest prezentacja wybranych zagranicznych rozwiązań wykorzystywanych w celu wyposażenia przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej w kompetencje w zakresie współnauczania. Wspólną cechą opisanych projektów jest dostarczanie możliwości obserwowania współpracujących nauczycieli, aranżowanie doświadczeń współpracy na różnych etapach procesu kształcenia oraz refleksyjna analiza tych doświadczeń. Wdrożenie opisanych rozwiązań przynosi korzyści zarówno nauczycielowi akademickiemu, jak i studentom. Nauczyciel poszerza zakres swoich doświadczeń o nowe strategie nauczania, a uczeń przygotowuje się jako refleksyjny praktyk do współpracy z innym nauczycielem w ramach klasy włączającej.</p>

Teacher development through language-related innovation in a decentralised educational system

ABSTRACT This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers’ goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key change agents in education. The findings also outline ways in which teachers’ development and innovation is fostered and disrupted within the educator-exosystem relationship. This study highlights the importance of pre-service teacher education in preparing teachers to innovate and to develop within a decentralised educational system. Moreover, this study highlights the need to ensure that the professional repertoire of teachers goes beyond pedagogical considerations to include interpersonal, organisational, critical and reflexive skills that mediate and sustain the development of teachers within the wider ecology of education.

Not Only Reliability!

Abstract. The measurement of math anxiety in adults is justified based on observations that math anxiety in parents and teachers predicts children’s math anxiety and achievement. Although there are many very good math anxiety measures intended for children and adolescents, their usefulness (e.g., AMAS, MARS) for adults is debatable. The most important objection against using these scales for adults is their ecological validity. The measurement of anxiety associated with math tests, classes, teachers, and homework is adequate for students of science, technology, engineering, and mathematics (STEM), but not for students of social sciences and humanities (HS) and non-students (e.g., parents and preschool and early education teachers). In response to this gap, the Math Anxiety Questionnaire for Adults (MAQA) was developed; it is designed to measure math anxiety related to math problem-solving in various groups of adults (especially non-students and HS students, as well as STEM students). The content, construct, criterion, and ecological validity of the MAQA were tested, and its internal and test-retest reliability was established. The results confirm that the MAQA is a valid and reliable measurement of math anxiety; therefore, it may be recommended for use in various groups of adults (e.g., students, teachers, and parents).

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.

Beneficios de la Investigación-Acción en un Programa de Formación Docente

La investigación en acción ha tenido una gran influencia en la formación docente en las últimas décadas. El objetivo de este trabajo es mostrar los beneficios de un proceso de formación colaborativa docente, en el área de psicomotricidad, asesorada por un experto, a partir del diagnóstico de necesidades de los participantes. En un centro en Venezuela, dos profesores de educación física y diez de educación inicial, después de recibir formación, transformaron el abordaje de la psicomotricidad en su centro, diseñando y poniendo en práctica nuevas planificaciones de aula, y procedimientos de detección y derivación de niños con alto riesgo motor. La investigación en acción se inició con un diagnóstico y se desarrolló en tres ciclos que interactuaron entre sí. Para evaluar el proceso se utilizaron varias fuentes y técnicas de recogida de información cualitativas y cuantitativas. Los análisis estadísticos realizados (descriptivos y W de Kendall), permiten afirmar que la formación contribuyó a que los docentes se apoderaran de los conocimientos teóricos y consolidaran cambios significativos en su práctica pedagógica. El aprendizaje reflexivo ha sido un elemento fundamental para avanzar en el conocimiento profesional y autonomía de los docentes, y en la mejora de la educación psicomotora del centro.

PREFERENCJE KANDYDATÓW NA NAUCZYCIELI WCZESNEJ EDUKACJI W ZAKRESIE WYBORU OBRAZÓW ZE SZTUKI WSPÓŁCZESNEJ. PRZYKŁAD BADANIA TYPU SONDAŻOWEGO

The subject of this article are preferences regarding the selection of images from contemporary art of future early education teachers and the problem of self-exclusion from high culture. From the pedagogical perspective, it is important to draw adults' attention to images that are important in terms of education and upbringing. Quantitative research, carried out with a group of adults, aims to show preferences in the selection of contemporary art images selected for research purposes. Randomly selected respondents received one of the paintings for evaluation of preferences: by Jacek Yerka, Tomasz Setowski, Rafal Olbinski and Zdzislaw Beksinski. Which images of contemporary art will be closer to future early education teachers is significant, because in the future that group will impose specific aesthetic preferences on its students.