Pre-service Early Childhood Education Research Articles

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.

Standing Up for Broccoli: Exploring Pre-Service Early Childhood Educators’ (ECE) Experience With Nutrition Education

ABSTRACTThis study aimed to understand early childhood pre-service teachers’ thoughts and experiences with nutrition education in their undergraduate program and how these experiences play into their perceptions and future use of nutrition education within their own classrooms. Using phenomenology, 11 in-depth telephonic interviews were conducted with early childhood pre-service teachers from two public universities in the state of North Carolina. All participants were females. Eight participants were White/Caucasian and the remaining three participants were Black/African American. Their ages ranged between 21–46 years (mean age 29 years). Six participants were enrolled in a face-to-face licensure degree-seeking program, while five participants completed their licensure degree program through online education. Only two participants were Licensure Only/Licensure Add-On students, who already had a bachelor’s degree in a different or related field to education, and were seeking a Birth through Kindergarten license. Six participants planned to include nutrition related activities during student-teaching. Four emergent themes were familial and life experiences, academic experiences, food choices and mealtime, and strategies. Implications for teacher education programs and the early childhood education field are discussed.

Infancy pedagogy and praxis

ABSTRACTThrough an examination of the reflective comments of 42 pre-service Early Childhood Education Teachers (PS-ECETs), this study describes how an infancy course within an Early Childhood Education program used four different ways of organizing learning to unravel details of infant pedagogy, focusing on the role of the teacher. It is vital to theorize the pedagogy of infants and unfold appropriate and educative ways of working with babies. Findings suggest that the PS-ECETs describe their roles and the goals they set for the infants, differently based on the way of organizing learning (routines, structured play, quiet time observation, and purposeful playful intervention). The level of teacher involvement changes according to the way of organising learning, being more active during structured play and less active during quiet time observation. The outcomes of this study provide important implications for practice within infant classrooms supporting future infant teachers and suggestions for ECE teacher education.

Pre-service Early Childhood Educators' Perceptions of Nature and Its Integration to Teaching Practices

Pre-service Early Childhood Educators' Perceptions of Nature and Its Integration to Teaching Practices

Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage

The integration of technology into education is a substantial issue for supporting and updating teachers’ professional development in today’s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers’ TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers’ TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers’ grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers’ technology integration in education.

Reflecting on international educative experiences: Developing cultural competence in preservice early childhood educators

ABSTRACTGiven urgent need for culturally competent early childhood educators and the strategic encouragement by colleges for students to travel internationally, this analysis focuses on the question: What is the relationship between international experiences and preservice early childhood educators’ cultural competence? More specifically, three questions were examined: 1) What theories are applied to explain this relationship? 2) What pedagogical strategies are most frequently used during international experiences to develop cultural competence among preservice educators? and 3) What evidence is provided that preservice educators changed (if at all) as a consequence of international experiences? PRISMA analysis of the literature from 2002 to 2016 revealed pedagogical strategies such as immersion and critical reflection led to preservice educators’ self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. Faculty using international travel to develop cultural competence should consider engaging preservice educators in higher order thinking assignments before, during, and after international experiences.

Phenomenologically unpacking teacher's perceptions of their 'best' teaching experiences

This article reports on phenomenological research which explored meanings and understandings that were taken for granted within teachers self-selected best teaching experiences. The research occurred within a pre-service Early Childhood Education teacher education course. This research was designed to understand teacher’s perceptions of their best teaching experience, having previously used Appreciative inquiry to ascertain students’ perceptions of their best experiences within the course (Giles & Kung, 2014). In this inquiry, the research sought deeper ontological understandings of being in these ‘best moments’. The analysis enabled four phenomenological themes to be identified: the preparation for relationships, the privileging of experiential pedagogies, the priority of experiences as foundational to teaching and the life of genuine engagement. Teacher’s perceptions of their best experiences related to their preparation and readiness for teaching, along with an ongoing concern of aligning practice to a clearly articulated teaching approach.

예비유아교사의 진로준비행동에 영향을 미치는 요인 - 진로결정자기효능감, 학과만족도, 그릿을 중심으로

본 연구의 목적은 예비유아교사의 진로준비행동에 영향을 미치는 요인이 무엇인지를 살펴보는데 있다. 연구대상은 서울과 경기도 소재 대학의 3년제, 4년제, 개방 대학의 최고 학년인 3학년과 4학년 예비유아교사 329명이었다. 예비유아교사의 진로준비행동에 영향을 미치는 요인을 살펴보기 위해 학과만족도, 진로결정자기효능감, 그릿, 진로준비행동 검사를 사용하여 자료를 수집하였다. 수집된 자료는 기술통계와 신뢰도를 구한 후 상관관계분석과 단계적 회귀분석을 실시하여 예비유아교사의 진로준비행동에 학과만족도, 진로결정자기효능감, 그릿이 미치는 영향을 살펴보았다. 연구결과 첫째, 대학 유형에 따라 학과 만족도와 진로결정자기효능감, 그릿이 통계적으로 유의한 차이를 보였다. 둘째, 진로준비행동과 학과만족도, 진로결정자기효능감, 그릿이 정적 상관관계가 있는 것으로 나타났다. 셋째, 대학 유형은 진로준비행동에 유의미한 영향을 주지 않고, 학과만족도, 진로결정자기효능감, 그릿은 모두 예비유아교사의 진로준비행동에 유의미한 영향을 주는 것으로 나타났다. 이러한 연구결과들은 예비유아교사의 학과만족도, 진로결정자기효능감, 그릿이 진로준비행동과 관련성이 있음을 시사하며 이에 따라 대학에서는 학과만족도, 진로결정자기효능감, 그릿을 높일 수 있는 방안을 모색해 봄이 필요함을 의미한다.

Socioeconomic Profile of Early Childhood Education Preservice Teachers

Socioeconomic Profile of Early Childhood Education Preservice Teachers

The Effect of Systemic Simulated Instruction on Pre-service Early Childhood Teachers’ Teaching Efficacy and Teaching skills and the Exploration of Change Process

본 연구의 목적은 체계적인 모의수업 활동이 예비유아교사의 교수효능감 및 수업기술에 미치는 효과및 변화과정을 살펴보기 위한 것이었다 본 연구의 참여자는 대학교 유아교육과 학년 학생들 총 명이다 연구도구로는 이분려의 교수효능감 검사도구 와 조희정 의 수업기술 검사도구를 사용하 였다 본 연구에서 수집한 자료에는 교수효능감과 수업기술 검사지 및 개방형 설문지 반성적 저널 수업 결과물 학기 말 강의평가내용 등이 있었으며 이 자료들에 대한 양적 질적 분석을 실시한 결과는 다음과 같다 먼저 체계적인 모의수업활동은 예비유아교사의 교수효능감과 수업기술 증진에 효과가 있는 것으로 나타났다 다음으로 예비유아교사들의 교수효능감 변화과정을 살펴본 결과 예비유아교사들은 학습 공동체와의 수업아이디어 공유 및 피드백을 통해 수업준비 및 수업에 대한 인식이 부담감 이 아닌 즐거움 으로 변화되었고 체계적이고 탄탄한 수업준비과정을 통해 점차 수업에 대한 자신감을 나타내게 되었다 또한 예비유아교사들의 수업기술 변화과정을 살펴본 결과 수업설계적인 측면에서는 학습자의 특성을 고려하여 수업을 계획하게 되었고 수업실행적인 측면에서는 학습자들의 반응을 고려한 보다 융통성 있는 수업을 진행하게 되었으며 수업평가적인 측면에서는 수업에 대한 반성적 성찰을 통해 수업의 질을 개선해나가는 노력을 하게 되었다The purpose of this study was to investigate the effect of systemic simulated instruction on pre-service early childhood teachers’ teaching efficacy and teaching skills and explore the process of change. Participants of this study were 35 pre-service early childhood education department university students. Data were collected by teaching efficacy rating scales(Lee, 1998), teaching skill rating scales(Jo, 2012), open questionnaires, reflective journals on simulated instruction, the products of classes, and the data of lecture evaluation. The results of a quantitative and qualitative analysis were as follows. Above all, systemic simulated instruction were effective on pre-service early childhood teachers’ teaching efficacy and teaching skills. Next, the perception of pre-service early childhood teachers’ preparation for a class were changed from onerous thing to pleasant thing. And their teaching efficacy were developed through systemic and solid preparation for a class. Next, the change process of pre-service early childhood teachers’ teaching skills were follows. First they became to plan a class in regarding children’s characteristics. Second, they became to progress flexible class in considering children’s responses. Last, they became to improve the quality of class through the reflective self-examination.

예비유아교사의 놀이교수효능감과 전문성 인식 및 놀이성 간의 관계 분석

본 연구에서는 예비유아교사의 놀이교수효능감과 전문성 인식 및 놀이성 간의 관계를 분석하는데 목적이 있다. 연구대상은 대학에서 유아교육을 전공하고 교육실습을 경험한 학생 213명이다. 연구자료는 유아교사의 ‘놀이교수효능감 검사’, ‘전문성 검사’, ‘놀이성 검사’를 통해 수집하였고, 수집된 자료는 Pearson 적률상관과 단계적 중다회귀분석을 통해 검증하였다. 예비유아교사의 놀이교수효능감과 전문성 인식, 놀이성 간의 관계 분석 결과, 예비유아교사의 놀이교수효능감과 전문성, 놀이성의 하위요인 중 쾌활성 간에 유의미한 정적 관계가 있는 것으로 나타났으며, 놀이교수효능감과 놀이성의 하위요인 중 즉흥성 간에는 유의미한 부적 관계가 있는 것으로 밝혀졌다. 또한 단계적 중다회귀분석 결과, 예비유아교사의 ‘전문성 인식’이 놀이교수효능감에 가장 강력한 영향을 미치는 정적 예측변인으로 나타났다. 하위요인별로 분석한 결과, 전문성 인식의 하위요인인 ‘자율성’이 예비유아교사의 놀이교수효능감을 가장 강력하게 설명하는 영향력 있는 예측변인으로 나타났으며, 다음으로 전문성 인식의 하위요인인 ‘사회봉사’가 놀이교수효능감을 설명하는 예측변인으로 밝혀졌다. 이어서 놀이성의 하위요인인 ‘쾌활성’이 놀이교수효능감을 설명하는 예측변인으로 나타났으며, 추가적으로 전문성의 하위요인인 ‘직업전문성’이 놀이교수효능감을 설명하는 예측변인으로 밝혀졌다.

Content- and Language-Integrated Learning Based Strategies for the Professional Development of Early Childhood Education Pre-Service Teachers

This research article presents the results of an exploratory study that was conducted with a group of 14 early childhood education pre-service teachers at a private Colombian university. It intended to determine: 1) the amount of metalanguage expressions used for teaching English as a foreign language (EFL) and foreign language (FL) content; 2) the number of concepts related to the teaching of EFL and FL content pre-service teachers were able to learn in a 7-session (14 face-to-face hours) course based on a methodology inspired by the content and language integrated learning (CLIL) approach, using songs, rhymes, and poems in English; 3) the degree of difficulty pre-service teachers perceived about teaching English and English content to young children. This quasi-experimental study was performed with pre- and post-study tests given to one group, analyzing quantitative data through a non-parametric statistical hypothesis test and a non-parametric measure of rank correlation. Pre-service teachers were found to successfully learn vocabulary and concepts, but their perceptions about the degree of difficulty of teaching EFL and FL content remained basically the same as prior to the course. In addition, the correlation between the participants’ level of English and their learning process was analyzed, as well as the correlation between English proficiency level and perception of the degree of difficulty of teaching EFL and FL content. The results show a strong correlation in the first case, but no correlation for the second one.

Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs

ABSTRACTWhile the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers.

The Meaning of pre-service early childhood education teacher’s Experience of simulated instruction based on logical thinking

The Meaning of pre-service early childhood education teacher’s Experience of simulated instruction based on logical thinking

Training early childhood professionals using an interprofessional practice field experience

Abstract The preparation of early childhood professionals to work with children with disabilities and their families traditionally has taken place in the classroom setting. However, changes in legal requirements (i.e. Individuals with Disabilities Education and Improvement Act) and student demographics have required personnel preparation programs to redesign the field experiences that students partake in to connect content, pedagogy, and disposition. Given the complexity of working with children with disabilities and their families, preparing early childhood professionals to work with these children and families within an interdisciplinary context is needed. Partnering with a medical clinic that specifically serves children with disabilities and their families is one way to provide a valuable field experience for preservice early childhood professionals. This article presents the Comprehensive Multidisciplinary Service (CMS) clinic experience in which preservice early childhood educators participated. Findings indicate that preservice teachers participating in this field experience gain a broader understanding of partnering with families and professionals across disciplines, and a deeper understanding of disability from a family's perspective. Thus, the article demonstrates the need for preservice professionals to receive training in nontraditional field experiences to better serve children with disabilities and their families.

은유분석을 통해 본 학대, 체벌, 훈육에 대한 예비유아교사들의 인식

은유분석을 통해 본 학대, 체벌, 훈육에 대한 예비유아교사들의 인식

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

Preservice early childhood educators’ pedagogical beliefs

ABSTRACTPreservice early childhood educators begin postsecondary programs with established beliefs about children, children’s learning, and their roles as future educators. The present study examined 26 first-year students’ beliefs about children, classroom practice, and guiding children’s behavior. Participants completed the Teacher Beliefs Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta, & La Paro, 2006) at three time points over the course of their first year of studies. We compared responses across the three time points to explore whether the students’ beliefs changed over time. Findings are presented under three main themes: 1) beliefs about children; 2) beliefs about classroom practice; and 3) beliefs about behavior management. Overall, findings reveal that for all three themes, at each time point, practices that are most characteristic of the participants’ beliefs are child-centered, whereas beliefs that are least characteristic of their beliefs are teacher-directed. To support students’ application of theory to practice, they should be given opportunities during their studies to voice, explore, and critically examine their beliefs in relation to philosophies and teaching approaches.

Call for Papers - Innovative Professional Learning in Early Childhood Education and Care: Inspiring Hope and Action

Call for Papers - Innovative Professional Learning in Early Childhood Education and Care: Inspiring Hope and Action