Pub Date : 2023-01-13DOI: 10.1080/10901027.2023.2166433
A. Mickelson, V. Stayton, L. Chandler, K. Green, Natalie Danner, Cynthia O. Vail, Judy Swett, H. Jones, S. Robbins
ABSTRACT There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). In pursuit of promoting high quality inclusive education for all young children, DEC and NAEYC have partnered to create numerous resources and supports over the years for preservice preparation programs and professional development providers who seek to address both ECE and EI/ECSE personnel preparation standards. One notable result has been the development of formal procedures for alignments of the preparation standards promoted by these organizations. In this paper, we detail this established tradition of early childhood standards alignment analysis by describing the development and details of the procedures used for conducting alignment analyses. These procedures are now precedent and provide a roadmap for future alignment analyses. Implications for personnel preparation and future alignment analysis and standards development are discussed.
{"title":"The tradition of early childhood personnel preparation standards alignment analysis","authors":"A. Mickelson, V. Stayton, L. Chandler, K. Green, Natalie Danner, Cynthia O. Vail, Judy Swett, H. Jones, S. Robbins","doi":"10.1080/10901027.2023.2166433","DOIUrl":"https://doi.org/10.1080/10901027.2023.2166433","url":null,"abstract":"ABSTRACT There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). In pursuit of promoting high quality inclusive education for all young children, DEC and NAEYC have partnered to create numerous resources and supports over the years for preservice preparation programs and professional development providers who seek to address both ECE and EI/ECSE personnel preparation standards. One notable result has been the development of formal procedures for alignments of the preparation standards promoted by these organizations. In this paper, we detail this established tradition of early childhood standards alignment analysis by describing the development and details of the procedures used for conducting alignment analyses. These procedures are now precedent and provide a roadmap for future alignment analyses. Implications for personnel preparation and future alignment analysis and standards development are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44637579","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 : 2023-01-13DOI: 10.1080/10901027.2023.2165982
Naomi L. Rahn, Kristen Linzmeier, B. Winchell
ABSTRACT A critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.
{"title":"“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators","authors":"Naomi L. Rahn, Kristen Linzmeier, B. Winchell","doi":"10.1080/10901027.2023.2165982","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165982","url":null,"abstract":"ABSTRACT A critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturally and linguistically diverse children and families. International field experiences that immerse pre-service teachers (PSTs) in another culture can provide a transformational experience that leads to personal and professional growth and the use of culturally responsive practices. The purpose of this qualitative study was to understand how an 8-week student teaching experience in Ecuador impacted PSTs’ understanding of special education and their perceived ability to work effectively with culturally and linguistically diverse children and their families. We conducted semi-structured interviews with six undergraduate PSTs who student taught in Ecuador in Fall 2019. Participants described an awareness of culturally responsive practices, new perspectives on special education, and a shift in confidence and self-efficacy. This international experience provided different opportunities than traditional domestic field placements. PSTs described their responsibility for planning and implementing interventions with children with special needs as heightening their interest in special education. Given the transformational nature of international field experiences, personnel preparation programs should consider replicating key components of international field placements within cross-cultural domestic field placements.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612451","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 : 2023-01-11DOI: 10.1080/10901027.2023.2165984
M. L. Purcell, S. Schmitt
ABSTRACT Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervention/Early Childhood Special Education (EI/ECSE). Reflection aids preservice educators in connecting course content with field and clinical experiences thus strengthening their preparation. The authors demonstrate how one blended ECE and EI/ECSE preparation program integrates professional preparation standards into a framework for enhanced reflection.Data from reflection assignments from over 130 preservice educators across 9 years has been collected and analyzed. Data retrieved from this assignment represents impact data and is used by the faculty to not only monitor and support individual preservice educator growth but also for continuous improvement for the blended preparation program. With reflection prompts aligned with professional standards, program faculty are able to identify areas of strength and growth in accordance with the standards for both the candidates and program. Detailed discussion of this pedagogical approach for candidate reflection as well as continuous program improvement is provided in order for other programs to replicate and adapt to strengthen reflective practice and collect program assessment data for their own continuous improvement.
{"title":"Strengthening preservice educator reflective practice through the use of personnel preparation standards","authors":"M. L. Purcell, S. Schmitt","doi":"10.1080/10901027.2023.2165984","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165984","url":null,"abstract":"ABSTRACT Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervention/Early Childhood Special Education (EI/ECSE). Reflection aids preservice educators in connecting course content with field and clinical experiences thus strengthening their preparation. The authors demonstrate how one blended ECE and EI/ECSE preparation program integrates professional preparation standards into a framework for enhanced reflection.Data from reflection assignments from over 130 preservice educators across 9 years has been collected and analyzed. Data retrieved from this assignment represents impact data and is used by the faculty to not only monitor and support individual preservice educator growth but also for continuous improvement for the blended preparation program. With reflection prompts aligned with professional standards, program faculty are able to identify areas of strength and growth in accordance with the standards for both the candidates and program. Detailed discussion of this pedagogical approach for candidate reflection as well as continuous program improvement is provided in order for other programs to replicate and adapt to strengthen reflective practice and collect program assessment data for their own continuous improvement.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713703","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 : 2023-01-01Epub Date: 2022-11-21DOI: 10.1080/10901027.2022.2147880
Deborah Wilson, Corinne Plesko, Teresa N Brockie, Nancy Glass
Attention to students' socio-emotional, behavioral, and academic outcomes raises important considerations for the psychological wellbeing of teachers, especially Head Start teachers who often work with underserved families. This scoping review summarizes current literature on Head Start teacher psychological well-being and identifies 1. how teacher well-being is conceptualized and measured, 2. Which interventions exist to promote Head Start teacher psychological well-being or help them manage stress and 3. directions for future research. The review resulted in 32 articles (29 peer-reviewed and three gray literature). Findings highlight that research is primarily descriptive using cross-sectional surveys and secondary data. Evidence suggests that although resilient and committed as educators, Head Start teachers struggle to cope with the stressors involved in supporting early childhood education. Interventions to decrease stress and promote the psychological well-being are few but teachers indicate interest in such interventions. Autonomy, feeling valued for their work, collegiality between staff, and a supportive supervisor help improve job satisfaction, retention, and psychological well-being. Future research should be guided by conceptual models that prioritize Head Start teachers' input, use of validated measures of psychological well-being with consideration of cultural and structural factors that influence well-being.
{"title":"The well-being of head start teachers: a scoping literature review.","authors":"Deborah Wilson, Corinne Plesko, Teresa N Brockie, Nancy Glass","doi":"10.1080/10901027.2022.2147880","DOIUrl":"10.1080/10901027.2022.2147880","url":null,"abstract":"<p><p>Attention to students' socio-emotional, behavioral, and academic outcomes raises important considerations for the psychological wellbeing of teachers, especially Head Start teachers who often work with underserved families. This scoping review summarizes current literature on Head Start teacher psychological well-being and identifies 1. how teacher well-being is conceptualized and measured, 2. Which interventions exist to promote Head Start teacher psychological well-being or help them manage stress and 3. directions for future research. The review resulted in 32 articles (29 peer-reviewed and three gray literature). Findings highlight that research is primarily descriptive using cross-sectional surveys and secondary data. Evidence suggests that although resilient and committed as educators, Head Start teachers struggle to cope with the stressors involved in supporting early childhood education. Interventions to decrease stress and promote the psychological well-being are few but teachers indicate interest in such interventions. Autonomy, feeling valued for their work, collegiality between staff, and a supportive supervisor help improve job satisfaction, retention, and psychological well-being. Future research should be guided by conceptual models that prioritize Head Start teachers' input, use of validated measures of psychological well-being with consideration of cultural and structural factors that influence well-being.</p>","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756424/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-26DOI: 10.1080/10901027.2022.2157779
Sherry Sanden, Amanda C. Quesenberry
Abstract In the fall of 2020, two teacher educators conducted a qualitative study to better understand how 14 female undergraduate, early childhood education teacher candidates completing student teaching at a large public university in a Midwestern state, navigated student teaching during a global pandemic. Analyzing data from transcripts of regularly submitted teaching reflections, we examined how these novice educators perceived and reacted to this situation, to determine the influence of this unique event on their professional growth. Findings revealed that while some elements of student teaching appeared similar to the experience of candidates completing student teaching in earlier times, these candidates’ experience was colored by the unavoidable challenges of a global pandemic, including altered instructional experiences, professional interactions, student relationships, and pedagogical options. Because candidates student teaching during the pandemic had such different experiences than their earlier counterparts, a traditional menu of learning opportunities and mentoring will likely be insufficient to meet their varied development requirements as new teachers. It will be critical to scrutinize the skills, knowledge base, and emotional perspectives of each early career educator and to create individualized development and support plans that build on the unique opportunities and challenges they will carry into their first teaching positions.
{"title":"“I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic","authors":"Sherry Sanden, Amanda C. Quesenberry","doi":"10.1080/10901027.2022.2157779","DOIUrl":"https://doi.org/10.1080/10901027.2022.2157779","url":null,"abstract":"Abstract In the fall of 2020, two teacher educators conducted a qualitative study to better understand how 14 female undergraduate, early childhood education teacher candidates completing student teaching at a large public university in a Midwestern state, navigated student teaching during a global pandemic. Analyzing data from transcripts of regularly submitted teaching reflections, we examined how these novice educators perceived and reacted to this situation, to determine the influence of this unique event on their professional growth. Findings revealed that while some elements of student teaching appeared similar to the experience of candidates completing student teaching in earlier times, these candidates’ experience was colored by the unavoidable challenges of a global pandemic, including altered instructional experiences, professional interactions, student relationships, and pedagogical options. Because candidates student teaching during the pandemic had such different experiences than their earlier counterparts, a traditional menu of learning opportunities and mentoring will likely be insufficient to meet their varied development requirements as new teachers. It will be critical to scrutinize the skills, knowledge base, and emotional perspectives of each early career educator and to create individualized development and support plans that build on the unique opportunities and challenges they will carry into their first teaching positions.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48338642","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 : 2022-12-14DOI: 10.1080/10901027.2022.2157780
Stacey Neuharth‐Pritchett, Sofia Hirt, Y. Getch, Ethan J. Schilling
ABSTRACT Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditions. The current study examines data from 319 kindergarten to third grade teachers from the southeastern United States and their perceptions of statewide resources, school supports, and professional learning surrounding chronic illness and asthma management in schools. Results indicated teachers were not aware of the statewide supports for understanding regulations and accessing policies to assist children with chronic illness and asthma and that teachers were not adequately prepared to support children with chronic illness in their classrooms. Preparation programs did not include specific standards or experiences for supporting and teaching children with chronic illness. Teachers identified in-service opportunities as the educational context where professional learning about chronic illness took place. Twenty percent of teachers did not have strategies in place nor a minimum level of knowledge about medical emergencies or First Aid/CPR. We present a framework for addressing chronic illness with specific suggestions for improved preparation for teachers to enhance the early learning experiences of children in their classrooms.
{"title":"Framework and suggestions for kindergarten to third grade teachers in managing asthma and other related chronic illnesses","authors":"Stacey Neuharth‐Pritchett, Sofia Hirt, Y. Getch, Ethan J. Schilling","doi":"10.1080/10901027.2022.2157780","DOIUrl":"https://doi.org/10.1080/10901027.2022.2157780","url":null,"abstract":"ABSTRACT Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditions. The current study examines data from 319 kindergarten to third grade teachers from the southeastern United States and their perceptions of statewide resources, school supports, and professional learning surrounding chronic illness and asthma management in schools. Results indicated teachers were not aware of the statewide supports for understanding regulations and accessing policies to assist children with chronic illness and asthma and that teachers were not adequately prepared to support children with chronic illness in their classrooms. Preparation programs did not include specific standards or experiences for supporting and teaching children with chronic illness. Teachers identified in-service opportunities as the educational context where professional learning about chronic illness took place. Twenty percent of teachers did not have strategies in place nor a minimum level of knowledge about medical emergencies or First Aid/CPR. We present a framework for addressing chronic illness with specific suggestions for improved preparation for teachers to enhance the early learning experiences of children in their classrooms.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46072565","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 : 2022-11-30DOI: 10.1080/10901027.2022.2149435
Soo-Young Hong, Erin E. Hamel, Yuenjung Joo, A. Burton
ABSTRACT Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers’ reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children’s interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers’ attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices.
{"title":"Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections","authors":"Soo-Young Hong, Erin E. Hamel, Yuenjung Joo, A. Burton","doi":"10.1080/10901027.2022.2149435","DOIUrl":"https://doi.org/10.1080/10901027.2022.2149435","url":null,"abstract":"ABSTRACT Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers’ reflections on their science teaching exhibited through a four-session science professional development (PD) experience. In the PD sessions, teachers reflected with a facilitator on video clips of their interactions with children as well as children’s interactions with science materials; and were provided additional resources that might enhance their reflection. In addition, we investigated change in teachers’ attitudes toward teaching young children science before and after the PD experiences. Findings: On average, teachers showed lower levels of reflections (i.e., Description, Justification). However, teachers provided significantly fewer Descriptions (level 1) and more Critiques (level 3) during the last reflection/PD session compared with the prior three sessions when examined more in depth. The teachers showed somewhat different patterns in their attitudes before and after the PD. Practice: PD and reflection sessions with a combination of resources and video reflections seem to help EC teachers enhance the capacity to deepen their reflections about their teaching practices.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106758","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 : 2022-11-21DOI: 10.1080/10901027.2022.2147882
Kyunghwa Kay Park, Chavis Lickvar-Armstrong, Eva M. Horn
ABSTRACT This article proposes a reconceptualization of the relationship between two early childhood professional standards, the Professional Standards and Competencies for Early Childhood Educators (NAEYC, 2019) and the Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (CEC & DEC, 2020), from an aligned or a parallel approach to an integration approach that advances the shared equity agenda in early childhood education. In the integrative approach, the ECE Standards are viewed as the foundation for educating all children with diverse social identities (i.e., ability, race, language, socioeconomic) and the EI/ECSE Standards as the expansion on the foundation specifically for children with differing abilities. A rationale is provided for integrating the standards and the process of integration is exemplified around three broad themes central to both sets of standards: inclusion and diversity, responsive and relevant practices, and building partnerships. Integrating the two professional standards will guide educator preparation programs for inclusion, provide clarity and unity around the knowledge and competencies of early childhood professionals across settings, and unify the workforce in ECE and EI/ECSE for the shared goal of promoting inclusion and equity. Our aim is for the audience to consider the integrative approach as a conceptual framework for building shared values, visions, and knowledge in ECE and EI/ECSE to promote inclusive, equitable early childhood learning opportunities and to unify educators around the shared equity agenda.
{"title":"Integration of ECE and EI/ECSE personnel preparation standards: going beyond alignment","authors":"Kyunghwa Kay Park, Chavis Lickvar-Armstrong, Eva M. Horn","doi":"10.1080/10901027.2022.2147882","DOIUrl":"https://doi.org/10.1080/10901027.2022.2147882","url":null,"abstract":"ABSTRACT This article proposes a reconceptualization of the relationship between two early childhood professional standards, the Professional Standards and Competencies for Early Childhood Educators (NAEYC, 2019) and the Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (CEC & DEC, 2020), from an aligned or a parallel approach to an integration approach that advances the shared equity agenda in early childhood education. In the integrative approach, the ECE Standards are viewed as the foundation for educating all children with diverse social identities (i.e., ability, race, language, socioeconomic) and the EI/ECSE Standards as the expansion on the foundation specifically for children with differing abilities. A rationale is provided for integrating the standards and the process of integration is exemplified around three broad themes central to both sets of standards: inclusion and diversity, responsive and relevant practices, and building partnerships. Integrating the two professional standards will guide educator preparation programs for inclusion, provide clarity and unity around the knowledge and competencies of early childhood professionals across settings, and unify the workforce in ECE and EI/ECSE for the shared goal of promoting inclusion and equity. Our aim is for the audience to consider the integrative approach as a conceptual framework for building shared values, visions, and knowledge in ECE and EI/ECSE to promote inclusive, equitable early childhood learning opportunities and to unify educators around the shared equity agenda.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482015","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 : 2022-11-16DOI: 10.1080/10901027.2022.2147881
S. Saraç, Betul Tarhan, Hülya Gülay Ogelman
ABSTRACT The study aims to reveal preschool teacher candidates’ online practicum experiences during the pandemic – the teacher candidates connected to preschool classes online while the children were face-to-face with their class teachers. The participants of this phenomenological study were 18 preschool teacher candidates studying at a public university in Turkey. Data were collected via individual interviews, micro-teaching observations, and portfolios. Thematic content analysis was used for data analysis. The results showed that teacher candidates had to deal with technical problems. Still, they gained experience teaching online with young children and improved their digital skills and technological pedagogical content knowledge. They did not have the opportunity to develop teaching self-efficacy for face-to-face education. Teacher candidates especially expressed their concerns about classroom management and bonding with children.
{"title":"Online practicum during pandemic: “they’re in the classroom but i’m online”","authors":"S. Saraç, Betul Tarhan, Hülya Gülay Ogelman","doi":"10.1080/10901027.2022.2147881","DOIUrl":"https://doi.org/10.1080/10901027.2022.2147881","url":null,"abstract":"ABSTRACT The study aims to reveal preschool teacher candidates’ online practicum experiences during the pandemic – the teacher candidates connected to preschool classes online while the children were face-to-face with their class teachers. The participants of this phenomenological study were 18 preschool teacher candidates studying at a public university in Turkey. Data were collected via individual interviews, micro-teaching observations, and portfolios. Thematic content analysis was used for data analysis. The results showed that teacher candidates had to deal with technical problems. Still, they gained experience teaching online with young children and improved their digital skills and technological pedagogical content knowledge. They did not have the opportunity to develop teaching self-efficacy for face-to-face education. Teacher candidates especially expressed their concerns about classroom management and bonding with children.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812566","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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