As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...
{"title":"Play-based assessment through a simulation-based widget: reflection to practice","authors":"Krisztina Weiszhaupt, Kathleen Bastedo, Marisa Macy","doi":"10.1080/10901027.2024.2302624","DOIUrl":"https://doi.org/10.1080/10901027.2024.2302624","url":null,"abstract":"As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"80 2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139413151","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 : 2023-10-10DOI: 10.1080/10901027.2023.2262742
Patricia M. Cooper, Erin M. Casey
ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.KEYWORDS: democracydemocratic educationearly childhood educationteacher preparationanti-bias educationsocial studiessame-sex parent families Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short","authors":"Patricia M. Cooper, Erin M. Casey","doi":"10.1080/10901027.2023.2262742","DOIUrl":"https://doi.org/10.1080/10901027.2023.2262742","url":null,"abstract":"ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.KEYWORDS: democracydemocratic educationearly childhood educationteacher preparationanti-bias educationsocial studiessame-sex parent families Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352930","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 : 2023-09-21DOI: 10.1080/10901027.2023.2257147
Tina Bonnett, Elizabeth Gould, Courtney Gratton, Sumera Malik, Jenna Zinck
ABSTRACTChildhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the n/a [n/a].
{"title":"Trauma-informed practice: a Self-study examining the readiness of pre-service early years professionals","authors":"Tina Bonnett, Elizabeth Gould, Courtney Gratton, Sumera Malik, Jenna Zinck","doi":"10.1080/10901027.2023.2257147","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257147","url":null,"abstract":"ABSTRACTChildhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the n/a [n/a].","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136106","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 : 2023-09-21DOI: 10.1080/10901027.2023.2257145
Marilyn Chu, Verónica N. Vélez, Daisy Padilla Torres
ABSTRACTThis study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with “homegrown” Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus groups, and Latinx Critical Theory, this study demonstrated that once at the university, GYO Latinx students struggled with increased financial strain, entrance requirements into teacher education, and commuting. Stressed across the interviews was the importance of building a critical learning community, in which relationships could be nurtured in culturally sustaining and place-based ways. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonym.2. We acknowledge that this article comes at a time when the label “Latino” and “Chicano” is being challenged to better reflect.intersectional identities, particularly gender fluid and gender non-conforming individuals. We have seen various iterations of theterm, including (but not limited to) Latinx and Latinx/a/o. We applaud these efforts and recognize the need to (re)imagine our language to reflect intersectional experiences. Yet, we also want to make sure we do so in a way that centers those that will be most affected by the change in representative labels. We have decided to use Latinx here but do so cautiously as we continue to wrestle with how best to represent the complexity of experiences within this multifaceted ethno-racial community.3. We use color-evasive in lieu of color-blind, the more traditional term for this ideology to (a) problematize an assumption that equates blindness with ignorance that inaccurately conveys and distorts the unique way blind individuals interact with the world; and, (b) rethink and remove ableist language as core to our explicit efforts toward social justice in all aspects of our work, particularly in research and scholarship (Annamma, Jackson, & Morrison, Citation2017).4. DACA is an administrative relief that protects eligible immigrants who came to the United States when they were children from deportation. DACA gives undocumented immigrants: 1) protection from deportation, and 2) a work permit. The program requires that the DACA status and work
{"title":"“Homegrown” Latinx educator pathways: the challenges and possibilities for early childhood teacher education","authors":"Marilyn Chu, Verónica N. Vélez, Daisy Padilla Torres","doi":"10.1080/10901027.2023.2257145","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257145","url":null,"abstract":"ABSTRACTThis study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with “homegrown” Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus groups, and Latinx Critical Theory, this study demonstrated that once at the university, GYO Latinx students struggled with increased financial strain, entrance requirements into teacher education, and commuting. Stressed across the interviews was the importance of building a critical learning community, in which relationships could be nurtured in culturally sustaining and place-based ways. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Pseudonym.2. We acknowledge that this article comes at a time when the label “Latino” and “Chicano” is being challenged to better reflect.intersectional identities, particularly gender fluid and gender non-conforming individuals. We have seen various iterations of theterm, including (but not limited to) Latinx and Latinx/a/o. We applaud these efforts and recognize the need to (re)imagine our language to reflect intersectional experiences. Yet, we also want to make sure we do so in a way that centers those that will be most affected by the change in representative labels. We have decided to use Latinx here but do so cautiously as we continue to wrestle with how best to represent the complexity of experiences within this multifaceted ethno-racial community.3. We use color-evasive in lieu of color-blind, the more traditional term for this ideology to (a) problematize an assumption that equates blindness with ignorance that inaccurately conveys and distorts the unique way blind individuals interact with the world; and, (b) rethink and remove ableist language as core to our explicit efforts toward social justice in all aspects of our work, particularly in research and scholarship (Annamma, Jackson, & Morrison, Citation2017).4. DACA is an administrative relief that protects eligible immigrants who came to the United States when they were children from deportation. DACA gives undocumented immigrants: 1) protection from deportation, and 2) a work permit. The program requires that the DACA status and work","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135765","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 : 2023-09-20DOI: 10.1080/10901027.2023.2258369
Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano
ABSTRACTThis study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.KEYWORDS: early childhood educationstudent teachers of colorcultural competencecultural awarenessteacher educationteachers of color AcknowledgmentsWe acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education","authors":"Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano","doi":"10.1080/10901027.2023.2258369","DOIUrl":"https://doi.org/10.1080/10901027.2023.2258369","url":null,"abstract":"ABSTRACTThis study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.KEYWORDS: early childhood educationstudent teachers of colorcultural competencecultural awarenessteacher educationteachers of color AcknowledgmentsWe acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263351","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 : 2023-09-14DOI: 10.1080/10901027.2023.2257155
Rebecca Anne Swartz, Laycee B. Thigpen
ABSTRACTTeacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues . In this research, we examined how a cohort of teacher candidates (N = 29) developed over a semester in their understanding, dispositions, and knowledge of strategies for partnership through the dilemmas writing assignments using a Grounded Theory approach. The assignment and range of responses from teacher candidates are described, as are implications for teacher educators in helping candidates develop and articulate an anti-bias praxis and build an understanding of their ethical commitment as early childhood professionals to promote equity . Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Preparing for partnership: using dilemmas to help teacher candidates apply anti-bias praxis to problem solving","authors":"Rebecca Anne Swartz, Laycee B. Thigpen","doi":"10.1080/10901027.2023.2257155","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257155","url":null,"abstract":"ABSTRACTTeacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues . In this research, we examined how a cohort of teacher candidates (N = 29) developed over a semester in their understanding, dispositions, and knowledge of strategies for partnership through the dilemmas writing assignments using a Grounded Theory approach. The assignment and range of responses from teacher candidates are described, as are implications for teacher educators in helping candidates develop and articulate an anti-bias praxis and build an understanding of their ethical commitment as early childhood professionals to promote equity . Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970099","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}
Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.
{"title":"Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators","authors":"Alison Hooper, Myae Han, Martha Buell, Rena Hallam","doi":"10.1080/10901027.2023.2257140","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257140","url":null,"abstract":"Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830410","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 : 2023-09-11DOI: 10.1080/10901027.2023.2257157
Divya Varier, Sehyun Yun
ABSTRACT The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children’s learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers’ assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators’ DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.
{"title":"A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making","authors":"Divya Varier, Sehyun Yun","doi":"10.1080/10901027.2023.2257157","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257157","url":null,"abstract":"ABSTRACT The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children’s learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers’ assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators’ DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981701","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 : 2023-08-30DOI: 10.1080/10901027.2023.2251924
Fiona Boylan, L. Barblett, Marianne Knaus
{"title":"I think I can, I think I can’t: design principles for fostering a growth mindset in the early years","authors":"Fiona Boylan, L. Barblett, Marianne Knaus","doi":"10.1080/10901027.2023.2251924","DOIUrl":"https://doi.org/10.1080/10901027.2023.2251924","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150626","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 : 2023-06-23DOI: 10.1080/10901027.2023.2223145
Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi
{"title":"The significance of practicum work communities for students’ professional development – perceptions of Finnish ECE teacher students","authors":"Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi","doi":"10.1080/10901027.2023.2223145","DOIUrl":"https://doi.org/10.1080/10901027.2023.2223145","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331577","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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