Pub Date : 2021-08-02DOI: 10.1080/10901027.2021.1954567
Travis Cramer, Joana Canto Porto de Moraes, A. McKenna, Kelsey Keays Hagerman, LaRue Allen
ABSTRACT This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse urban district. We find that staff reported exchanging information through formal channels (e.g., scheduled staff meetings) and informal channels (e.g., extemporaneous meetings, advice-seeking interactions); our findings suggest that informal channels may be especially prevalent and consequential to ECE staff’s professional learning. ECE professionals explained that they sought certain colleagues for information/advice primarily based on the colleague’s expertise but also because of a colleague’s job title and their familiarity with that colleague. Lastly, we find that nearly half of staff reported sharing information they received from off-site professional development with colleagues at their ECE center.
{"title":"Knowledge dissemination among early childhood staff members: a promising pathway for professional learning","authors":"Travis Cramer, Joana Canto Porto de Moraes, A. McKenna, Kelsey Keays Hagerman, LaRue Allen","doi":"10.1080/10901027.2021.1954567","DOIUrl":"https://doi.org/10.1080/10901027.2021.1954567","url":null,"abstract":"ABSTRACT This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse urban district. We find that staff reported exchanging information through formal channels (e.g., scheduled staff meetings) and informal channels (e.g., extemporaneous meetings, advice-seeking interactions); our findings suggest that informal channels may be especially prevalent and consequential to ECE staff’s professional learning. ECE professionals explained that they sought certain colleagues for information/advice primarily based on the colleague’s expertise but also because of a colleague’s job title and their familiarity with that colleague. Lastly, we find that nearly half of staff reported sharing information they received from off-site professional development with colleagues at their ECE center.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-02DOI: 10.1080/10901027.2021.1955052
Alyssa R. Gonzalez-DeHass, Joseph M. Furner, María D. Vásquez-Colina, J. Morris
ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.
{"title":"Achievement goals as predictors of female pre-service elementary school teachers’ self-efficacy for learning math in a methods course","authors":"Alyssa R. Gonzalez-DeHass, Joseph M. Furner, María D. Vásquez-Colina, J. Morris","doi":"10.1080/10901027.2021.1955052","DOIUrl":"https://doi.org/10.1080/10901027.2021.1955052","url":null,"abstract":"ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44141957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.1080/10901027.2021.1957045
Kristine M. Calo
ABSTRACT A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter most by having intentional opportunities to engage in a clearly-defined, research-based assessment process. The paper explores an assessment project using the Early Childhood Formative Assessment Protocol (EC-FAP). The paper details each step in the EC-FAP protocol and identifies specific opportunities for collaboration with colleagues and families. The paper concludes by arguing that by engaging in the protocol, early childhood teacher candidates learn to effectively gauge and monitor the learning and development of young children.
{"title":"Supporting teacher candidates’ use of early childhood formative assessment to promote positive outcomes for young children","authors":"Kristine M. Calo","doi":"10.1080/10901027.2021.1957045","DOIUrl":"https://doi.org/10.1080/10901027.2021.1957045","url":null,"abstract":"ABSTRACT A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter most by having intentional opportunities to engage in a clearly-defined, research-based assessment process. The paper explores an assessment project using the Early Childhood Formative Assessment Protocol (EC-FAP). The paper details each step in the EC-FAP protocol and identifies specific opportunities for collaboration with colleagues and families. The paper concludes by arguing that by engaging in the protocol, early childhood teacher candidates learn to effectively gauge and monitor the learning and development of young children.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1957045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44061044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-25DOI: 10.1080/10901027.2021.1911891
Alissa A. Lange, Irena Nayfeld, Hagit Mano, Kwanghee Jung
ABSTRACT Early science, technology, engineering, and math (STEM) education matters for young children’s learning and their academic trajectories (McClure et al., 2017), but teachers must be empowered and supported to effectively teach STEM subjects to all children, including dual language learners (DLLs). This study focused on a curriculum-agnostic professional learning model (Brenneman, Lange, & Nayfeld, 2019), which was co-developed with educators to positively impact attitudes, beliefs, confidence, knowledge, and ultimately, teaching practice for preschool teachers around teaching STEM and working with DLLs. Forty-seven lead preschool teachers were randomly assigned to treatment or control conditions. Treatment teachers participated in over two years of connected, reflective, multi-level experiences linked to their practice. Results showed positive effects on intervention teachers’ attitudes, beliefs, and confidence towards teaching science, math, and working with dual language learners compared to control teachers. Treatment teachers also exhibited significant increases in pedagogical and content knowledge related to teaching STEM and working with DLLs, but no significant impacts on knowledge of teaching math (numeracy). Implications and future directions are discussed.
摘要早期科学、技术、工程和数学（STEM）教育对幼儿的学习和学业轨迹很重要（McClure et al.，2017），但教师必须得到授权和支持，才能有效地向所有儿童教授STEM科目，包括双语学习者（DLL）。本研究重点关注课程不可知的专业学习模式（Brenneman，Lange，&Nayfeld，2019），该模式是与教育工作者共同开发的，旨在积极影响态度、信念、信心、知识，并最终影响学前教师围绕STEM教学和DLL工作的教学实践。47名幼儿教师被随机分配到治疗或对照组。治疗教师参与了两年多与他们的实践相关的、相互联系的、反思的、多层次的经验。结果显示，与对照教师相比，干预教师对科学、数学教学和与双语学习者合作的态度、信念和信心有积极影响。治疗教师在与STEM教学和DLL工作相关的教学和内容知识方面也有显著增加，但对数学（算术）教学知识没有显著影响。讨论了影响和未来方向。
{"title":"Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge","authors":"Alissa A. Lange, Irena Nayfeld, Hagit Mano, Kwanghee Jung","doi":"10.1080/10901027.2021.1911891","DOIUrl":"https://doi.org/10.1080/10901027.2021.1911891","url":null,"abstract":"ABSTRACT Early science, technology, engineering, and math (STEM) education matters for young children’s learning and their academic trajectories (McClure et al., 2017), but teachers must be empowered and supported to effectively teach STEM subjects to all children, including dual language learners (DLLs). This study focused on a curriculum-agnostic professional learning model (Brenneman, Lange, & Nayfeld, 2019), which was co-developed with educators to positively impact attitudes, beliefs, confidence, knowledge, and ultimately, teaching practice for preschool teachers around teaching STEM and working with DLLs. Forty-seven lead preschool teachers were randomly assigned to treatment or control conditions. Treatment teachers participated in over two years of connected, reflective, multi-level experiences linked to their practice. Results showed positive effects on intervention teachers’ attitudes, beliefs, and confidence towards teaching science, math, and working with dual language learners compared to control teachers. Treatment teachers also exhibited significant increases in pedagogical and content knowledge related to teaching STEM and working with DLLs, but no significant impacts on knowledge of teaching math (numeracy). Implications and future directions are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1911891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10901027.2021.1918296
Anne L. Douglass, Rachel Chickerella, M. Maroney
ABSTRACT An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new TIC practices by both teachers and administrators building organizational capacity to improve and sustain these practices.
{"title":"Becoming trauma-informed: a case study of early educator professional development and organizational change","authors":"Anne L. Douglass, Rachel Chickerella, M. Maroney","doi":"10.1080/10901027.2021.1918296","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918296","url":null,"abstract":"ABSTRACT An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this study investigated how five urban ECE programs adopted new trauma-informed practices as a result of participating in a collaborative model for professional learning. This model, called the Breakthrough Series Collaborative, is designed to build both individual and organizational capacity to implement new practices and is supported by theoretical frameworks from organizational and improvement science. The study explored the changes that occurred at the individual, classroom, and organizational levels. Results suggest changes in knowledge and attitudes about trauma, empathy, and teacher empowerment; classroom and practice level shifts including social and emotional teaching and family centered communication; and at the organizational level a more caring and collaborative workplace culture and improved interagency collaboration. The results further suggest that professional development delivered at the organizational level may support the coordinated implementation of new TIC practices by both teachers and administrators building organizational capacity to improve and sustain these practices.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10901027.2021.1918295
Véronique Menand, Marie-Ève Clément, J. April
ABSTRACT Because of their frequent and regular contact with families, early childhood educators (ECEs) have the opportunity to get to know parents and forge bonds with them. They may also witness parental violence and be asked to provide support as parent ask for advice. In the context of parental violence, ECEs support can be directed toward the parents (e.g., reporting them to the child protective services) or in collaboration with the parents (e.g., referring them to a community resource). Consistent with the theory of planned behavior, this study aims to examine determinants associated with parental support intentions in parental violence situations and to examine background factors associated with those determinants. This study uses data from an online survey conducted with 213 ECEs. The results show that ECEs’ intention of support in parental violence situations is predicted by three domains of determinants: attitudes, subjectives norms and perceived behavior control. This study is the first to explore ECEs’ intentions to provide both parent-directed and collaborative support intentions in parental violence situations. Results outline the important role played by ECEs in the prevention of child abuse and highlight the necessity of training and supporting them in their relations with families.
{"title":"Early childhood educator’s intention to provide support in the context of parental violence: the contribution of the theory of planned behavior","authors":"Véronique Menand, Marie-Ève Clément, J. April","doi":"10.1080/10901027.2021.1918295","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918295","url":null,"abstract":"ABSTRACT Because of their frequent and regular contact with families, early childhood educators (ECEs) have the opportunity to get to know parents and forge bonds with them. They may also witness parental violence and be asked to provide support as parent ask for advice. In the context of parental violence, ECEs support can be directed toward the parents (e.g., reporting them to the child protective services) or in collaboration with the parents (e.g., referring them to a community resource). Consistent with the theory of planned behavior, this study aims to examine determinants associated with parental support intentions in parental violence situations and to examine background factors associated with those determinants. This study uses data from an online survey conducted with 213 ECEs. The results show that ECEs’ intention of support in parental violence situations is predicted by three domains of determinants: attitudes, subjectives norms and perceived behavior control. This study is the first to explore ECEs’ intentions to provide both parent-directed and collaborative support intentions in parental violence situations. Results outline the important role played by ECEs in the prevention of child abuse and highlight the necessity of training and supporting them in their relations with families.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10901027.2021.1918294
Erin Tebben, Sarah N. Lang, Eliza B. Sproat, Jovanna Tyree Owens, Sydney Helms
ABSTRACT Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers’ experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers’ own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.
{"title":"Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education","authors":"Erin Tebben, Sarah N. Lang, Eliza B. Sproat, Jovanna Tyree Owens, Sydney Helms","doi":"10.1080/10901027.2021.1918294","DOIUrl":"https://doi.org/10.1080/10901027.2021.1918294","url":null,"abstract":"ABSTRACT Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers’ experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers’ own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1918294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46183250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10901027.2021.1923758
Marisa Macy, J. Szente
{"title":"Preparing early childhood professionals to support the social welfare of young children","authors":"Marisa Macy, J. Szente","doi":"10.1080/10901027.2021.1923758","DOIUrl":"https://doi.org/10.1080/10901027.2021.1923758","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1923758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1080/10901027.2021.1902436
C. Brennan, Miriam Packard
ABSTRACT Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.
{"title":"Notes to home: supporting pre-service early childhood education teachers in building authentic family relationships","authors":"C. Brennan, Miriam Packard","doi":"10.1080/10901027.2021.1902436","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902436","url":null,"abstract":"ABSTRACT Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46380630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-28DOI: 10.1080/10901027.2021.1902435
Sophia R. D’Agostino, Sarah N. Douglas
ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.
{"title":"Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis","authors":"Sophia R. D’Agostino, Sarah N. Douglas","doi":"10.1080/10901027.2021.1902435","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902435","url":null,"abstract":"ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43010645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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