Early Teacher Education Research Articles

Czy pojawienie się mobilnych technologii w klasie szkolnej oznacza zmianę

This article presents and discusses results of empirical research conducted during two school semesters in primary schools in Poland. This study, using a qualitative approach, aims at the tracing of the process of the implementation of tablets into the didactic design in primary schools and changes in the emergent teaching and learning practices. The results show the dominant didactic schemes developed by early education teachers, which are progress, tension and regress.

Application of an Observation System in the Practice of Psychomotor Circuits in Early Education

Numerous authors point out the importance of psychomotor education during the early stages as a means to achieve progress in the cognitive, social, affective – emotional, and physical fields. In Venezuela, which is the focus of this study, early education teachers have to deal with the reality of lacking official studies that tackle in full this field of knowledge. The current job pretends to offer evidence about the benefits of teachers training in the psychomotor area. It describes an observation study made on two initial stages physical education teachers. The teachers conducted a training course on psychomotor circuits and were observed after this period to check the changes in their teaching practice. The study analyzes their practice from three perspectives: teacher’s attitude, the management of spaces and resources in the psychomotricity room and the communication with the student. An ideographic follow-up and multidimensional design was carried out. To make the observation, an ad hoc estimation scale was created base on the instrument designed by Camps (2008). The observation was made by 9 teachers from the center during four sessions. The calculated statistics (Cronbachs alpha = 0.8 and CCI= 0.871) guarantee the observation system and the positive evolution in the teaching practice.

Improving language use in early elementary science lessons by using a video feedback intervention for teachers

ABSTRACT We developed a teacher professionalisation intervention, called “Language as a Tool for Learning Science”, that focuses on language use during early elementary science lessons, based on video feedback coaching. The aim of this study was to investigate possible changes in teacher student behaviour during this intervention, by analysing teacher-student language during science lessons. Seventeen teachers participated with small teaching groups of 4–6-year-old students. All task-related communication was coded for teacher questions, teacher language, student language, and reasoning skills. The results show that teachers in the intervention group increasingly used open-ended questions, and students used more utterances related to reasoning. The language of teachers in the intervention group also increased in complexity and sophistication. The students’ language also increased in complexity, but also in the control group. These findings offer insights into effective forms of professional development for teachers in early elementary education.

Specyfika współpracy szkoły z rodzicami dzieci na pierwszym etapie edukacyjnym: szanse – trudności – potrzeby

The family and school environment influence the upbringing and develop­ment of every human being. The process of the proper preparation of a child for life is only possible when both parties – parents and teachers – find the common ground necessary for agreement ­enabling the mutual complementarity in this activity. The following elaboration will cover issues concerning the areas of cooperation between the early childhood education teacher and parents, and the difficulties connected with it. The theoretical foundations of this cooperation will also be discussed, which are: social integration theory, subject education strategy and accompanying pedagogy. The aim of the study is to show the unique nature of parental cooperation with the school at the first stage of education. In the context of the subject of the study, the following research questions were formulated:What are the expectations and needs of both parents and teachers in the field of cooperation?What are the ways to solve problems and overcome difficulties that arise in the area of teachers’ cooperation with parents?In order to answer the above questions, an analysis of the subject lite­rature and the analysis of the results of participant observation conducted by the author of the study during long-term work as a teacher of early school education was made.

Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families

The future of healthy families demands highly capable external supports. Early care and education, particularly early care and education teachers, are well positioned to support families. However, early care and education teachers are faced with challenges to their own well‐being and that of their own families. Barriers to teacher well‐being include low compensation, lack of support for education and professional development, and a larger societal context that often devalues and inadequately supports the profession. The future of healthy families can be bolstered by addressing early care and education teacher well‐being—specifically wages, work environment, and professionalism—and increasing support for high‐quality early care and education from community and societal systems.

Head Start Teachers' Professional Development, Well-being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations.

Early care and education (ECE) teachers shape children's daily experiences in many ways. Specifically, teachers' well-being, attitudes about child development, and teaching practices are central influences on children's learning. One crucial way ECE programs support teachers to enhance children's learning environments is through the provision of professional development (PD), but little research has examined the PD provided by ECE programs in the absence of focused initiatives to support teachers. In this descriptive study, we use data from a nationally representative study of Head Start teachers (N=484) to explore whether teachers' job satisfaction, depression, developmentally appropriate attitudes, and frequency of engagement in math and literacy activities are associated with the number of (a) overall PD supports available to teachers, (b) curriculum supports received by teachers, and (c) mentoring supports received by teachers. Many of the associations between teachers' outcomes and overall PD supports, curriculum supports, and mentoring supports were not statistically significant, perhaps because the PD variables do not measure the quality or content of the PD provided. However, those PD supports that were significantly associated with outcomes were associated with specific teacher outcomes in ways consistent with theory, although associations were relatively weak. To contextualize these findings, we describe how PD supports and teachers' outcomes have changed over nearly a decade that encompasses some key Head Start policy changes. This research contributes to our understanding of scalable ways to prepare and support teachers of some of the nation's most vulnerable children.

Teacher–Child Relationship Building: Trainers’ Perceptions of a Play-Based Intervention

Teacher–child relationship building (TCRB) is a play-based professional development program designed to strengthen the teacher–child relationship, improve student behavior, enhance academic involvement, and develop classroom management skills of early education teachers. Although researchers have examined the process and impact of play-based interventions from the perspective of teacher participants, no study to date has explored trainers’ perspectives. As part of a larger intervention, in the current study the research team utilized a phenomenological approach to examine five trainers’ perceptions of a play-based intervention, including their views of teachers’ skill development, teacher–child relationships, and student behavior. Analysis of the trainers’ reflexive journals yielded five major themes: relationships, play therapy skills, emotional response to the learning process, supervision, and child’s experience. Findings of this study have the potential to inform professional development models, particularly related to school-based interventions and the training of paraprofessionals.

유아교육기관 방과 후 예체능 강사들의 자기효능감과 교수몰입이 직무만족도에 미치는 영향

The purpose of this study is to investigate the general tendency of self-efficacy, teaching-flow, and job satisfaction of after-school art and physical education teachers in early childhood education institutions and to examine the effect of instructor self-efficacy and teaching-flow on job satisfaction. The subjects of this study were 195 instructors who were currently working as after-school art and physical education teachers in Seoul and Gyeonggi Province, South Korea. The subjects were analyzed using frequency analysis, correlation analysis and regression analysis. First, self-efficacy, teaching flow, and job satisfaction of early childhood education after-school art and physical education teachers on average were 2.89 out of 4.00 (SD = .29) for self-efficacy, 3.89 out of 5.00 (SD = .51) for teaching flow, and 3.13 out of 5.00 (SD = .30) for job satisfaction. There was a statistically significant correlation between self-efficacy and job-satisfaction as well as its influence on the instructors. In addition, there was a statistically significant correlation between teaching-flow and job-satisfaction, as well as its influence on the instructors. Self-efficacy had a greater effect on job satisfaction than instructional commitment. This study provided basic data for program development to enhance the job satisfaction of art and physical education teachers.

Relating early childhood teachers’ working conditions and well-being to their turnover intentions

High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n = 1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession.

The Role of Family: Understanding the Childhood and Current Family Environment of Early Care and Education Teachers

The Role of Family: Understanding the Childhood and Current Family Environment of Early Care and Education Teachers Tracey M. Barnett PhD, LMSW, Natasha Thorne, D. Crystal Coles PhD, LICSW, Taren Swindle, PhD Abstract Through qualitative inquiry and application of family systems theoretical perspective, this study sought to explore the experiences of Early Care and Education Teachers (ECET) and what role their family environment (childhood and current family) had in them choosing their career and how communication and family connections during mealtimes made an impact. Three overarching themes and dimensions captured the experiences of Early Care and Education Teachers (ECETs) and what role their family environment (childhood and current family) had in their career choice, and how communication and family connections during mealtimes made an impact. While family environment is certainly not the only consideration when choosing a career or staying on a career path, it is arguably one of the biggest. Through critical analysis and application of theoretical perspectives, broader understanding was brought to the experiences and family environments of ECETs and the initial influence these factors played in their career selection. Full Text: PDF DOI: 10.15640/jehd.v8n4a2

Teacher Factors that Influence the Choice of Teaching Methods Used by Early Childhood Development Education Teachers in Keiyo South District.

Teacher Factors that Influence the Choice of Teaching Methods Used by Early Childhood Development Education Teachers in Keiyo South District.

The Role of Family: Understanding the Childhood and Current Family Environment of Early Care and Education Teachers

The Role of Family: Understanding the Childhood and Current Family Environment of Early Care and Education Teachers

Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children

Debates continue about how to teach young Latinos and other minoritized children in the US. Latinos are a compelling case because of (1) their size and (2) their paradoxical development: strong social competencies yet relatively weak academic development. A suggestion is to provide young Latinos with classroom experiences that resonate with the ways they are socialized at home, yet cultural dimensions of teaching in early education are underspecified and reliable and valid measures do not exist. We frame equitable teacher–child interactions as the combination of generic and cultural aspects, and as a way to utilize the social assets of Latinos in classrooms to enhance their academic development. We refine an observation protocol—the Classroom Assessment of Sociocultural Interactions (CASI)—by integrating cultural concepts from the Learning by Observing and Pitching In (LOPI) paradigm with videos of K-1 classrooms in Central Mexico, and conduct a series of psychometric analyses. We find good model fit and moderate reliability for the CASI and discuss research and practice implications to foster equitable developmental opportunities for Latino children across early education settings.

Educação Infantil no Município de Teresina: perfil formativo dos docentes

Este artigo apresenta um estudo sobre o perfil da formação inicial do professor de Educação Infantil do Município de Teresina, considerando a exigência da LDB nº 9.394/96 que trata da formação mínima exigida para atuar nessa etapa de Educação Básica. O estudo compreendeu o universo de 2.342 docentes que atuavam na rede municipal e privada desse município. Trata-se de uma pesquisa de abordagem quantitativa, tendo como fonte os Microdados do Censo Escolar da Educação Básica do ano de 2017, disponibilizados no portal INEP. A extração desses Microdados e a posterior análise estatística foram realizadas com o auxílio do SPSS. A pesquisa revelou que, apesar dos avanços, o perfil de formação dos professores é diversificado. No entanto, considerando o percentual de docentes que já possuíam e estavam cursando licenciatura em Pedagogia, pode-se projetar uma melhoria desse perfil formativo a curto ou médio prazo.

Capability Building of Coordinating with Other Educators for Preschool Teachers in Educating Developmentally Disabled Children in Gia Lam District, Hanoi, Vietnam

The paper deals with the theory and practice of collaborative capacity building for preschool teachers with other educator forces in care and education of children with developmental disabilities in Gia Lam district, Hanoi, Vietnam. The results of theoretical and factual studies indicate that: Developmental disabilities are the development of high-level functional disabilities in the central nervous system during development, which presents a distortion or problem of cognitive abilities, communication, social, learning, attention, etc. Fostering the capacity to coordinate social forces in caring for and educating children with developmental disabilities is a continuation of training to develop the capacity of coordinating the social forces in care and education. The capacity of coordinating with other educator forces for teachers of preschool children with developmental disabilities vary in its objectives, methods and forms. Despite the concern and care from managers and authorities, there are still many teachers who do not fully understand the problem. The development of coordination plans with social forces in the education of children with developmental disabilities has been paid attention, but only in the general plan on the coordination of social forces. Measures should be taken to improve the effectiveness of capacity building for preschool teachers with the education staff in developmental care for children with disabilities to develop a standardized, consistent and consistent system of procedures. It is essential to improve the quality of early childhood education and help preschool teachers equip themselves with knowledge, skills and skills in coordination with other social forces.

La salud mental de los docentes: factores de protección

En la actualidad, la salud psicofísica de los educadores es un tema que ha cobrado mayor importancia, especialmente el fenómeno del estrés laboral crónico, ya que afecta directamente la efectividad de su trabajo. De ahí la importancia de detectar qué factores pueden prevenir este agotamiento crónico en el campo educativo. Esta investigación tuvo como objetivo responder a esta pregunta desde una perspectiva empírica. Para ello, se utilizó una muestra de 300 docentes de educación inicial y primaria de instituciones tanto públicas como privadas de la Argentina. Se implementó el Inventario de Burnout (MBI) de Maslach y Jackson para determinar el nivel de estrés crónico. Para evaluar dos recursos psicosociales de gran relevancia en el contexto del trabajo, se utilizó la Escala de Autoeficacia Docente de Albert Bandura y la Escala de Satisfacción Laboral para educadores. En suma, las percepciones de la autoeficacia del docente y la satisfacción laboral se consideran recursos psicológicos que actuarían como moduladores del estrés crónico en el lugar de trabajo, identificándose en estos docents valores moderados y elevados en los recursos, y niveles bajos en los síntomas de burnout.

Introcepcja wartości moralnych jako zadanie i wyzwanie dla nauczyciela edukacji wczesnoszkolnej

<p>Wychowanie ku wartościom, mimo że jest ważnym, a może najważniejszym, zadaniem szkolnej edukacji, wiąże się z wieloma trudnościami. Przyczyny i uwarunkowania tego stanu są złożone. Ważnym uwarunkowaniem są ,,oscylacje” aksjologiczne w szeroko rozumianym środowisku społecznym, chaos aksjologiczny prowadzący do aksjologicznej ,,ślepoty”. Jednym z kluczowych zagadnień wychowania ku wartościom, w tym wartościom moralnym, jest introcepcja wartości.</p><p>W poniższym opracowaniu ukazane zostaną w skrótowej formie: istota wartości moralnych oraz zarys teoretycznych podstaw introcepcji wartości. Dokonana zostanie również analiza podstawy programowej edukacji wczesnoszkolnej pod kątem możliwości introcepcji wartości moralnych. Podjęta zostanie próba nakreślenia zadań dla nauczyciela edukacji wczesnoszkolnej.</p>

Bariery i ograniczenia w refleksyjnym rozwoju nauczycieli wczesnej edukacji

Idea refleksyjnego rozwoju nauczycieli od lat jest ważnym zagadnieniem w edukacji, hasło to jednak pozostaje w przestrzeni życzeń i postulatów. Badacze najczęściej nie zagłębiają się w przyczyny uporczywego trwania nauczycieli na bezpiecznych pozycjach bezrefleksyjnego, instrumentalno-technicznego sposobu doświadczania rzeczywistości. Dlatego celem artykułu będzie analiza podmiotowych i zewnętrznych ograniczeń procesu refleksyjnego w rozwoju nauczycieli wczesnej edukacji. Przedstawiona klasyfikacja ograniczeń obejmować będzie bariery podmiotowe (poznawcze, emocjonalno-motywacyjne i osobowościowe) oraz (związane z czynnikami zewnętrznymi) bariery kulturowe, polityczne, środowiskowe i łączące się ze specyfiką procesu edukacji. Należy podkreślić, iż uświadomienie czynników hamujących lub ograniczających refleksyjny rozwój zawodowy może przyczynić się do lepszego zrozumienia sytuacji nauczycieli wczesnej edukacji, gdyż jest on jedną z bardziej optymalnych form współuczestniczenia w ponowoczesności.

Pracownia wczesnej edukacji jako środowisko uczące. Rekonstrukcja teoretyczna i uwagi praktyczne

The paper pertains to the reconstruction of theoretical assumptions related to the education proces of early education teachers with the use of learning environment. It is a proposition of reshaping the current preparatory schedule for teachers working with children from its traditional form into a formula based on laboratory work. Among various topics the article discusses theoretical grounds for the early education workshop derived from the concept of the learning environment. It also attempts to define the discussed terms in the cultural context. The article closes with a section devoted to practical recommendations worth taking into account when establishing the workshop.

Teoretyczne i praktyczne aspekty współpracy nauczycieli wczesnej edukacji dziecka ze środowiskiem rodzinnym

One of the basic factors that influence a child’s correct development is the environment where the process of education takes place. The environment is made of the family home and the school zone. Both these elements have to cooperate correctly to make the didactic message consistent and effective. However, educational practice shows that in a number of cases the flow of information between the teachers and the parents is insufficient; joint activities are often lacking, along with mutual determination of objectives and tasks implemented in the didactic process. In the article, the authors try to show the problems related to the possibilities of cooperation among teachers of early school education and the environment of parents in various contexts. In the first part of the paper, legal aspects pertaining to the cooperation are described in detail, taking the historical perspective into account, along with legal provisions applicable in Poland and regulating the principles and the range of information provision by the school to the parents. The second part makes references to school practice, presents interesting and untypical examples of activities and solutions conductive to increased level of the parents’ involvement in the educational process. In the final part of the paper, ICT tools which may be used to build the online space of mutual communication and cooperation are described.