Pre-service Early Childhood Education Research Articles

An Analysis of Pre-service Early Childhood Education Teachers' Perceptions and Demands through Demonstration of Simulated Instruction

An Analysis of Pre-service Early Childhood Education Teachers' Perceptions and Demands through Demonstration of Simulated Instruction

The effects of ego-resilience, major satisfaction, and job performance efficacy of pre-service early childhood education teachers on their career maturity

본 연구의 목적은 예비유아교사의 자아탄력성, 전공만족도, 직무수행효능감이 진로성숙도에 미치는 영향력을 알아보는 것이다. 이를 위해 서울과 경기도 지역의 3년제 유아교육과 재학생 319명을 대상으로 설문조사를 실시하여 수집한 결과를 분석하였다. 연구 결과는 다음과 같다. 첫째, 예비유아교사의 학년에 따라 자아탄력성, 전공만족도, 직무수행효능감, 진로성숙도에 차이가 있었으며, 특히 1,2학년과 3학년 사이에 통계적으로 유의한 차이가 나타났다. 둘째, 자아탄력성, 전공만족도, 직무수행효능감, 진로성숙도 사이에 통계적으로 유의한 상관관계가 나타났다. 셋째, 자아탄력성과 전공만족도, 직무수행효능감이 예비유아교사의 진로성숙도에 영향을 미치는 중요한 요인이었다. 이러한 결과는 예비유아교사들이 유아교사의 삶을 준비하고 직업세계로 안정적인 입문을 할 수 있도록 자아탄력성 및 전공만족도와 직무수행효능감 향상을 지원하는 교육프로그램의 필요성을 시사한다고 할 수 있다.The purpose of this study is to investigate the effects of ego-resilience, major satisfaction, and job performance efficacy of pre-service early childhood education teachers on their career maturity. To this end, a questionnaire survey was conducted on 319 students of the three-year college of early childhood education in Seoul and Gyeonggi Province, and the collected results were analyzed. The results of the study are as follows. First, there were differences in ego-resilience, major satisfaction, job performance efficacy, and career maturity according to the grades of pre-service early childhood education teachers, and in particular, there was a statistically significant difference between the first and second graders group and the third graders group. Second, it is found out that there are static correlations among the ego-resilience, major satisfaction, job performance efficacy, and career maturity of pre-service early childhood education teachers to each other. Third, it was found that ego-resilience, major satisfaction, and job performance efficacy were important factors affecting career maturity of pre-service early childhood education teachers. Among the variables, the effect of ego-resilience on career maturity was found to be the highest, followed by major satisfaction and job performance efficacy in order. These results imply the need for immediate previous education programs that supports the improvement of ego-resilience, major satisfaction, and job performance efficacy so that pre-service early childhood education teachers can prepare for the life of early childhood teachers and be provided with a stable entry into the professional world.

Effects of PBL-based practical teacher training classes on the problem-solving ability and Early Childhood Teacher Capability of Pre-service Early Childhood Education Teacher

Effects of PBL-based practical teacher training classes on the problem-solving ability and Early Childhood Teacher Capability of Pre-service Early Childhood Education Teacher

Kindergarten Teachers' Awareness and Needs about the Educational Service Activities by Pre-service Early Childhood Education Teachers

Kindergarten Teachers' Awareness and Needs about the Educational Service Activities by Pre-service Early Childhood Education Teachers

예비유아교사의 글로벌 마인드 함양을 위한 교육모형 탐색연구

The global mind of pre-service early childhood education teachers is very important in terms of global citizenship education as well as children and their families who are global leaders of the future society. This study explores the constituent factors related to teacher personality for the concept of a comprehensive and broad global mind, and implements teacher personality education. In order to cultivate the global mindset of pre-service early childhood teachers, 28 questions were composed of 175 pre-service early childhood teachers in J region. As a result of the program execution, there was a statistically significant difference in the pre-post comparison and grade-by-grade comparison (p<.05). It was possible to see the process of change in the process of cultivating the global mind of pre-school teachers. Early childhood education teachers were able to perceive anxiety and fear about the rapidly changing future as a novelty of curiosity, and the differences between cultures were recognized as diverse rather than different. The avoidance tendency changed with an effort to the approach. This study finds the constituent factors of the comprehensive concept of the global mind in relation to the teacher's personality, which can be found meaningful in that it presents an educational model for cultivating the global mind of pre-school teachers.

INFANT TODDLER EDUCATION BELIEF SCALE FOR PRE-SERVICE EARLY CHILDHOOD EDUCATORS (ITEBS4PECES): VALIDITY AND RELIABILITY ANALYSIS

The aim of the current study is to develop a scale that measure pre-service early childhood educators’ beliefs about infant and toddler education(I/TE). 384 candidate early childhood educators from different public universities were constituted the sample of the study. Reliability and validity analysis were run for the 60-items “ Infant Toddler Education Belief Scale for pre-service early childhood educators (ITEBS4PECES) ”. Explanatory and Confirmatory factor analysis of ITEBS4PECES indicated that ITEBS4PECES is a 5-Likert scale with 35 items and four factors. Factor loading values ranged between .439 and .762. The total variance explained by the scale is 39.02%. The reliability coefficients of Cronbach alpha ranged from 0.81 to 0.85 for factors. As one of the first attempts to measure beliefs about infant-toddler education of pre-service teachers, this valid and reliable scale is believed to lead more research on infant toddler education and by this way contribute a lot to early childhood education field. Article visualizations:

Belief system of future teachers on Education for Sustainable Development in math classes

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

The Opinions of Pre-Service Early Childhood Education Teachers about Using an Inquiry-Based Approach in an Inclusive Education Course

The Opinions of Pre-Service Early Childhood Education Teachers about Using an Inquiry-Based Approach in an Inclusive Education Course

The Opinions of Pre-Service Early Childhood Education Teachers about Using an Inquiry-Based Approach in an Inclusive Education Course

The Opinions of Pre-Service Early Childhood Education Teachers about Using an Inquiry-Based Approach in an Inclusive Education Course

The Implementation of Eating Healthy Program in Early Childhood

&#x0D; &#x0D; &#x0D; Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists.&#x0D; Keywords: Early Childhood, Eating Healthy Program&#x0D;

Analysis of Research Trend in Pre-service Early Childhood Education Teacher

Analysis of Research Trend in Pre-service Early Childhood Education Teacher

Investigating the Mentoring of Collaborative Teachers and Academic Supervisors in Pre-Service Early Childhood Education Teachers’ Teaching Experience

The current study aims to investigate the effectiveness of the collaborative teacher and academic supervisor’s mentoring in practicum classes in early childhood education. The study is designed as qualitative research, and an unstructured interview form is used. Twelve pre-service teachers from early childhood education department who participated in the school experience or practice teaching course are samples of the study. The results show that the guiding process is not efficient, especially for classroom management strategy. Additionally, inappropriate feedback of collaborative teachers and academic supervisors do not help to develop pre-service in the profession. In addition, incompatibility between collaborative teachers’ and academic supervisors’ request is a problem for pre-service teachers in the practicum process. The study recommends that collaborative teachers and academic supervisors could participate in a mentoring training program, and the collaborative teachers and academic supervisors could have a meeting before the teaching experience course.

Pre-service early childhood educators’ perceived barriers and supports to nutrition education

ABSTRACT Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.

An intervention program to enhance social and emotional competencies in pre-service early childhood education teachers

Early childhood is a crucial period for the development of social and emotional competencies. Researchers point out that teachers need to have a high level of social and emotional competencies to enhance these competencies in their students but the number of programs to promote these competencies in pre-service teachers is small. The objective of this study was to design, conduct and evaluate an intervention to promote social and emotional competencies in pre-service early childhood education teachers. The study used a non-randomized pre-test, post-test intervention-control design. The intervention included competencies such as emotional awareness and understanding, emotional management, social competence and responsible decision making. Results showed that the level of social and emotional competencies increased after the program, although statistically significant differences between the intervention and control group were found only in some dimensions. It is recommended to include similar programs in pre-service and in-service teacher education in general.

Intercultural literacy dialogue: international assessment moderation in early childhood teacher education

ABSTRACTThis research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of ECE students’ literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.

Making sense of instruction within the changed kindergarten: perspectives from preservice early childhood educators and teacher educators

ABSTRACT Many within early childhood and early childhood teacher education are concerned about the changed kindergarten. At the same time, students entering early childhood teacher education programs were educated in these changed schooling systems that emphasize standards and accountability, which can impact the ways in which they make sense of teaching children. Thus, there appears to be a need to better understand how early childhood teacher educators and teacher candidates are making sense of the various types of learning experiences children are and should be having in kindergarten and what this means for the early childhood teacher education process. In this article, we begin to address this issue by sharing findings from a study of how samples of teacher educators and early childhood teacher candidates in Texas and West Virginia made sense of the instructional practices taking place in the changed kindergarten and whether they felt they were appropriate for kindergartners. Such findings bring to light the similarities and differences in their sensemaking and offers the chance to consider strategies to facilitate further cooperation between them so that they can work together to ensure all children engage in high-quality learning experiences that prepare them for success in and out of school.

Differences in Beliefs Regarding Physical Education Between Slovenian In-Service and Pre-Service Early Childhood Educators

ABSTRACTEducators’ self-efficacy influences their practice and thus determines the quality of teaching in early childhood education and care (ECEC). This study analyzed educators’ self-efficacy to teach physical education (PE) and the differences between pre-service and in-service early childhood educators. Early childhood educators (N = 381) completed a beliefs survey about their competencies to effectively teach PE in ECEC. Pre-service and in-service educators showed a discrepancy in their self-efficacy to teach PE, which can be attributed to their different conceptualizations of PE in ECEC. Additionally, self-efficacy was affected by work position (core practitioners vs. assistants), age of children taught (1–3 years old, 3–6 years old, or mixed groups of 1–6 years old), or how frequently educators read professional literature (never, rarely, or frequently). We propose pre- and in-service training in Slovenia to (1) promote an understanding of free play and skill-based practices in PE as existing on a continuum, (2) increase attention to educational approaches in PE employed in mixed-age groups, and (3) qualify educators for movement-skill demonstration.

Let’s Talk: Examining the Short and Long term Effect of Inclusion Literature on Early Childhood Pre-Service Educators

ABSTRACT Pre-service teacher education programmes should systematically plan to increase the PST’s understanding of how to meet the needs of the 13% of the children with disabilities in the general education classroom and develop skills and strategies to support children with disabilities and their families. Reading inclusion literature, non-fiction literature written either by an individual with a disability or their families, may offer PSTs a deeper understanding, augment the information they learn in the textbooks, and make clearer the complexity of the lives of students with disabilities and their family’s experience. The participants were 22 pre-service early childhood education teachers enrolled in a senior-level Family, School, and Community course at a university in a southern state during their semester prior to student teaching. After reading a non-fiction inclusion literature book, participants reflected on what they learned from the book and how the book might impact their teaching in the future. Coding of all reflections revealed the following emergent themes: Understanding Parent Perspectives, Deeper Understanding of the Student and their Disability, and Advocacy. Results indicate a strong impact on how pre-service early childhood educators will support and interact with children with disabilities and their families in their future classrooms.

Okul öncesi öğretmen adaylarının bebeklik döneminde kurum temelli eğitime ilişkin görüşleri

Okul öncesi eğitim doğumdan başlayan ve temel eğitimin başlamasına kadar devam eden bir eğitim sürecidir. Türkiye’de ise kamu alanında çalışan okul öncesi öğretmenleri çoğunlukla 36-72 aylık çocuklarla çalışmakta, öğretmen yetiştirme programları da öğretmen adaylarını daha çok bu yaş grubu ile çalışmaya hazırlamaktadır. 0-36 aylık çocuklara eğitim veren kurumlarda çalışması öncelikli gruplardan biri de okul öncesi öğretmenliğinden mezun olan bireylerdir. Ancak ilgili alan yazını, okul öncesi öğretmen ve öğretmen adaylarının bu kurumlarda çalışmaya yönelik ne düşündüğüne dair neredeyse hiçbir bilgi sunmamaktadır. Mevcut araştırmanın amacı okul öncesi öğretmen adaylarının bebeklik döneminde kurum temelli eğitime yönelik görüşlerini betimlemek ve bu görüşlerin farklı yıllarda son sınıfta okuyan öğretmen adayları arasında değişip değişmediğini ortaya koymaktır. Bu amaç doğrultusunda çalışmanın verileri farklı yıllarda okul öncesi öğretmenliği programının son sınıfında okuyan 120 öğretmen adayından yazılı görüşme formu aracılığı ile toplanmıştır. Veriler nitel içerik analizi metodu ile analiz edilmiştir. Bulgular öğretmen yetiştirme programları, genel uygulamalar ve sosyal politikalar bağlamında eleştirel bir gözle tartışılmıştır.

Intercultural praxis: Australian diploma of early childhood education preservice teacher visual literacy comparisons between Australia and Vietnam

ABSTRACTThis research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett’s developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers’ histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells’ intercultural praxis framework to understand students’ capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.