Pub Date : 2022-07-27DOI: 10.1080/10901027.2022.2104185
Kathryn E. Boonstra, H. Miesner, E. Graue, Eric Grodsky
ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.
{"title":"Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development","authors":"Kathryn E. Boonstra, H. Miesner, E. Graue, Eric Grodsky","doi":"10.1080/10901027.2022.2104185","DOIUrl":"https://doi.org/10.1080/10901027.2022.2104185","url":null,"abstract":"ABSTRACT Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for pre-Kindergarten teachers. Using a communities of practice framework, we analyzed teacher workgroup conversations to understand how these interactions mediated teachers’ learning. We identified three modes of participation that characterized workgroup conversations and influenced the availability and quality of learning opportunities afforded to participants: interpersonal management, validation, and collective reasoning. Findings provide insight into how interactional processes in teacher workgroups may advance or inhibit teachers’ learning.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"510 - 530"},"PeriodicalIF":1.2,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42753594","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 : 2022-07-22DOI: 10.1080/10901027.2022.2099325
Michelle Schladant, Lydia Ocasio-Stoutenburg, Christina Nunez, M. Dowling, Rebecca Shearer, Jhonelle Bailey, Austin Garilli, Ruby Natale
ABSTRACT Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC’s Early Intervention/Early Childhood Special Education (EI/ECSE) Standards to increase general early childhood education (ECE) teachers’ use of AT to promote early literacy in young children with disabilities. The 24-week PD intervention included: (a) online modules, (b) coaching; and (c) a classroom kit of AT devices. Participants were six lead teachers, 10 teacher aides, and 34 children from six inclusive classrooms in two preschools. Quantitative methods included pre-and post- surveys, early literacy assessments, and classroom observations. Qualitative analysis explored data from focus groups and input from teacher adherence forms. Results revealed that (a) teachers’ AT knowledge, positive beliefs, and use; and (b) children’s use of AT and early literacy skills significantly increased pre- to post- intervention. Qualitative findings revealed themes relating to how teachers benefitted from the PD and the impact of AT on teacher instruction and child learning. Findings support innovative PD practices to build capacity of practitioners implementing AT as a responsive instructional strategy in inclusive classrooms.
{"title":"Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy","authors":"Michelle Schladant, Lydia Ocasio-Stoutenburg, Christina Nunez, M. Dowling, Rebecca Shearer, Jhonelle Bailey, Austin Garilli, Ruby Natale","doi":"10.1080/10901027.2022.2099325","DOIUrl":"https://doi.org/10.1080/10901027.2022.2099325","url":null,"abstract":"ABSTRACT Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC’s Early Intervention/Early Childhood Special Education (EI/ECSE) Standards to increase general early childhood education (ECE) teachers’ use of AT to promote early literacy in young children with disabilities. The 24-week PD intervention included: (a) online modules, (b) coaching; and (c) a classroom kit of AT devices. Participants were six lead teachers, 10 teacher aides, and 34 children from six inclusive classrooms in two preschools. Quantitative methods included pre-and post- surveys, early literacy assessments, and classroom observations. Qualitative analysis explored data from focus groups and input from teacher adherence forms. Results revealed that (a) teachers’ AT knowledge, positive beliefs, and use; and (b) children’s use of AT and early literacy skills significantly increased pre- to post- intervention. Qualitative findings revealed themes relating to how teachers benefitted from the PD and the impact of AT on teacher instruction and child learning. Findings support innovative PD practices to build capacity of practitioners implementing AT as a responsive instructional strategy in inclusive classrooms.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"147 - 166"},"PeriodicalIF":1.2,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053494","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 : 2022-07-15DOI: 10.1080/10901027.2022.2099324
V. Pacini-Ketchabaw, Kathleen Kummen, Denise Hodgins
ABSTRACT Despite the burgeoning literature that describes the most effective ways of engaging early childhood educators in professional learning, very little empirical work in North America has examined the processes, dialogs, and engagements in which educators participate to address quality as a social construct. This article (1) describes a model of professional learning trialed in western Canada that supports educators to engage with social constructionist scholarship on quality and (2) reports on the educators’ and pedagogical facilitators’ experiences with this model. Using a qualitative methodology, the article analyzes data from interviews, focus groups, and open-ended questionnaires completed by educators and pedagogical facilitators. The study’s findings suggest the importance of creating professional learning opportunities that respond to contextual and current conditions over extended periods of time. More importantly, our results show that PD that engages quality as a social construct requires both a multidimensional approach with a wide variety of learning modalities, and the critical role of a skilled pedagogical facilitator who challenges educators to interrogate the ethico-political aspects of early education. The findings of this study have implications not only for the professional learning of early childhood educators but also for early education systems in Canada and abroad.
{"title":"A qualitative examination of early childhood educators’ participation in professional learning: investigating social constructionist understandings of quality","authors":"V. Pacini-Ketchabaw, Kathleen Kummen, Denise Hodgins","doi":"10.1080/10901027.2022.2099324","DOIUrl":"https://doi.org/10.1080/10901027.2022.2099324","url":null,"abstract":"ABSTRACT Despite the burgeoning literature that describes the most effective ways of engaging early childhood educators in professional learning, very little empirical work in North America has examined the processes, dialogs, and engagements in which educators participate to address quality as a social construct. This article (1) describes a model of professional learning trialed in western Canada that supports educators to engage with social constructionist scholarship on quality and (2) reports on the educators’ and pedagogical facilitators’ experiences with this model. Using a qualitative methodology, the article analyzes data from interviews, focus groups, and open-ended questionnaires completed by educators and pedagogical facilitators. The study’s findings suggest the importance of creating professional learning opportunities that respond to contextual and current conditions over extended periods of time. More importantly, our results show that PD that engages quality as a social construct requires both a multidimensional approach with a wide variety of learning modalities, and the critical role of a skilled pedagogical facilitator who challenges educators to interrogate the ethico-political aspects of early education. The findings of this study have implications not only for the professional learning of early childhood educators but also for early education systems in Canada and abroad.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"484 - 509"},"PeriodicalIF":1.2,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553363","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 : 2022-07-12DOI: 10.1080/10901027.2022.2099323
Christopher P. Brown, D. Ku, K. Puckett, David P. Barry
ABSTRACT Policymakers’ neoliberal reforms have negatively altered early childhood teaching and teacher education. In doing so, these policies make it difficult for preservice teachers to learn how to engage in pedagogical practices that sustain their students’ sociocultural worlds. To address this issue, we utilized case study methodology to examine how a sample of preservice teachers (n = 5) struggled with making sense of how to engage in culturally sustaining practices across their professional training program. Findings from our investigation demonstrate how these preservice teachers appeared to possess both a conceptual and pedagogical understanding of culturally sustaining practices. Yet, they stated that they struggled to find the space required to implement such practices in their field placements, which made them question the landscape of public education while seeking out spaces that might allow them to engage in such practices as classroom teachers. Analyzing these findings illuminate at least three opportunities for teacher educators to support preservice teachers in identifying spaces within their teaching for engaging in culturally sustaining practices in their field placements and future classrooms.
{"title":"Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts","authors":"Christopher P. Brown, D. Ku, K. Puckett, David P. Barry","doi":"10.1080/10901027.2022.2099323","DOIUrl":"https://doi.org/10.1080/10901027.2022.2099323","url":null,"abstract":"ABSTRACT Policymakers’ neoliberal reforms have negatively altered early childhood teaching and teacher education. In doing so, these policies make it difficult for preservice teachers to learn how to engage in pedagogical practices that sustain their students’ sociocultural worlds. To address this issue, we utilized case study methodology to examine how a sample of preservice teachers (n = 5) struggled with making sense of how to engage in culturally sustaining practices across their professional training program. Findings from our investigation demonstrate how these preservice teachers appeared to possess both a conceptual and pedagogical understanding of culturally sustaining practices. Yet, they stated that they struggled to find the space required to implement such practices in their field placements, which made them question the landscape of public education while seeking out spaces that might allow them to engage in such practices as classroom teachers. Analyzing these findings illuminate at least three opportunities for teacher educators to support preservice teachers in identifying spaces within their teaching for engaging in culturally sustaining practices in their field placements and future classrooms.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"463 - 483"},"PeriodicalIF":1.2,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43695344","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 : 2022-06-28DOI: 10.1080/10901027.2022.2093296
Heather L. Walter, Elisabeth L. Kutscher, Harriet B. Fox, Elizabeth D. Tuckwiller
ABSTRACT Early childhood special education (ECSE) teachers report high levels of stress, but little is known about the well-being of educators working with young children with disabilities. This study explores latent class analysis of early childhood special educator well-being, based on multidimensional measures of mental health and well-being to investigate whether qualitatively different subgroups of teachers exist within this population. With calls to make teacher training universal, there is a critical need to learn how ECSE experiences well-being to inform future practices in the field. Recommendations for research, practice are discussed.
{"title":"Profiles of early childhood special educator well-being","authors":"Heather L. Walter, Elisabeth L. Kutscher, Harriet B. Fox, Elizabeth D. Tuckwiller","doi":"10.1080/10901027.2022.2093296","DOIUrl":"https://doi.org/10.1080/10901027.2022.2093296","url":null,"abstract":"ABSTRACT Early childhood special education (ECSE) teachers report high levels of stress, but little is known about the well-being of educators working with young children with disabilities. This study explores latent class analysis of early childhood special educator well-being, based on multidimensional measures of mental health and well-being to investigate whether qualitatively different subgroups of teachers exist within this population. With calls to make teacher training universal, there is a critical need to learn how ECSE experiences well-being to inform future practices in the field. Recommendations for research, practice are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"445 - 462"},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350952","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 : 2022-06-12DOI: 10.1080/10901027.2022.2086509
Demi G. Siskind, K. LaParo, Danielle A. Crosby, Linda Hestenes, Julia Mendez Smith
ABSTRACT Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse children and families. Given increasing attention and calls from education researchers, policymakers, and other partners to develop a culturally competent ECE workforce, the current study sought to explore program faculty’s cultural competence, specifically their culturally and linguistically responsive (CLR) teaching practices, and its association with feelings of work burnout and perceived teaching efficacy – two factors likely to be influenced by such heightening demands and to impact pre-service teachers’ own teaching competencies. Using structural equation modeling, the current study examined survey responses from 117 program faculty measuring their cultural competence and its association with feelings of work burnout and teaching efficacy. Analyses indicated that, overall, program faculty with higher levels of cultural competence reported minimal feelings of work burnout and higher teaching efficacy, and vice versa. Findings from the current study provide important research and practice strategies for the field of ECE teacher preparation.
{"title":"Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy","authors":"Demi G. Siskind, K. LaParo, Danielle A. Crosby, Linda Hestenes, Julia Mendez Smith","doi":"10.1080/10901027.2022.2086509","DOIUrl":"https://doi.org/10.1080/10901027.2022.2086509","url":null,"abstract":"ABSTRACT Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse children and families. Given increasing attention and calls from education researchers, policymakers, and other partners to develop a culturally competent ECE workforce, the current study sought to explore program faculty’s cultural competence, specifically their culturally and linguistically responsive (CLR) teaching practices, and its association with feelings of work burnout and perceived teaching efficacy – two factors likely to be influenced by such heightening demands and to impact pre-service teachers’ own teaching competencies. Using structural equation modeling, the current study examined survey responses from 117 program faculty measuring their cultural competence and its association with feelings of work burnout and teaching efficacy. Analyses indicated that, overall, program faculty with higher levels of cultural competence reported minimal feelings of work burnout and higher teaching efficacy, and vice versa. Findings from the current study provide important research and practice strategies for the field of ECE teacher preparation.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"425 - 444"},"PeriodicalIF":1.2,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599970","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 : 2022-05-19DOI: 10.1080/10901027.2022.2075813
Merav Aizenberg, G. Zilka
ABSTRACT This study examined the distance teaching practices that early childhood preservice teachers chose for working with kindergarten students during the COVID-19 lockdown. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), (c) and those who initiated activities distance teaching (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study.
{"title":"Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period","authors":"Merav Aizenberg, G. Zilka","doi":"10.1080/10901027.2022.2075813","DOIUrl":"https://doi.org/10.1080/10901027.2022.2075813","url":null,"abstract":"ABSTRACT This study examined the distance teaching practices that early childhood preservice teachers chose for working with kindergarten students during the COVID-19 lockdown. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), (c) and those who initiated activities distance teaching (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"408 - 424"},"PeriodicalIF":1.2,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47234900","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 : 2022-05-14DOI: 10.1080/10901027.2022.2075812
Emily Brown Hoffman, Anthony A. Mangino
ABSTRACT This explanatory mixed methods study investigated the role digital literacies play in the collaborative online learning of early childhood educators (ECEs). Through reporting quantitative survey and qualitative interview data, study results describe the attitudes and skills that contribute to ECEs’ abilities to fluently use different modes of technology to participate in collaborative online learning. Both ECEs’ and Instructors’ (higher education professionals facilitating ECE online learning courses) perceptions contribute to results on what supports and components are imperative for initial and sustained success regarding ECEs traversing and engaging with current technologies. Based on integration of databases and analysis of study results, recommendations are offered on how online learning can be used to develop the digital literacies of ECE online students.
{"title":"The digital literacies of early childhood educators: perceptions of collaborative online learning","authors":"Emily Brown Hoffman, Anthony A. Mangino","doi":"10.1080/10901027.2022.2075812","DOIUrl":"https://doi.org/10.1080/10901027.2022.2075812","url":null,"abstract":"ABSTRACT This explanatory mixed methods study investigated the role digital literacies play in the collaborative online learning of early childhood educators (ECEs). Through reporting quantitative survey and qualitative interview data, study results describe the attitudes and skills that contribute to ECEs’ abilities to fluently use different modes of technology to participate in collaborative online learning. Both ECEs’ and Instructors’ (higher education professionals facilitating ECE online learning courses) perceptions contribute to results on what supports and components are imperative for initial and sustained success regarding ECEs traversing and engaging with current technologies. Based on integration of databases and analysis of study results, recommendations are offered on how online learning can be used to develop the digital literacies of ECE online students.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"386 - 407"},"PeriodicalIF":1.2,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980921","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 : 2022-04-10DOI: 10.1080/10901027.2022.2054033
K. LaParo, Demi G. Siskind
ABSTRACT Teacher Preparation Programs (TPPs) support the development of a high-quality, effective workforce. Although increasing attention from education researchers has centered on the quality of ECE programming for children, fewer studies have been conducted on TPPs that support the development of the workforce who staff many of these programs. The current paper describes a data collection process focused on classroom-based Fin one TPP and presents examples of descriptive data from practicum students on major constructs related to classroom-based field experiences, including: relationships and fit with mentor teacher; perspectives on how classroom-based field experiences contribute to learning and align with coursework; perceived teaching efficacy; and satisfaction with classroom-based field experiences. These constructs are aligned with competencies from related ECE professional organizations to underscore their relevance to the development of effective, high-quality teachers. The guiding framework; research design and procedures; key findings; and data utilization and implications for classroom-based field experiences within ECE TPPs are presented and discussed. Areas for future research are also highlighted.
{"title":"Practicum student perceptions of major constructs of ECE classroom-based field experiences: relationships, fit, learning, efficacy, and satisfaction","authors":"K. LaParo, Demi G. Siskind","doi":"10.1080/10901027.2022.2054033","DOIUrl":"https://doi.org/10.1080/10901027.2022.2054033","url":null,"abstract":"ABSTRACT Teacher Preparation Programs (TPPs) support the development of a high-quality, effective workforce. Although increasing attention from education researchers has centered on the quality of ECE programming for children, fewer studies have been conducted on TPPs that support the development of the workforce who staff many of these programs. The current paper describes a data collection process focused on classroom-based Fin one TPP and presents examples of descriptive data from practicum students on major constructs related to classroom-based field experiences, including: relationships and fit with mentor teacher; perspectives on how classroom-based field experiences contribute to learning and align with coursework; perceived teaching efficacy; and satisfaction with classroom-based field experiences. These constructs are aligned with competencies from related ECE professional organizations to underscore their relevance to the development of effective, high-quality teachers. The guiding framework; research design and procedures; key findings; and data utilization and implications for classroom-based field experiences within ECE TPPs are presented and discussed. Areas for future research are also highlighted.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"450 - 473"},"PeriodicalIF":1.2,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43367434","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 : 2022-04-04DOI: 10.1080/10901027.2022.2054034
R. Fowler
ABSTRACT This article explores whether states’ add-on endorsement policies provide shortcuts to early childhood education licensure. The following questions are pursued: What requirements must licensed teachers meet to add an ECE endorsement? What data do states report on the number of add-ons awarded, in total and in ECE, yearly? What terms do states use to refer to an official authorization to teach? Results indicate that shortened pathways to ECE licensure – licensure testing only and licensure testing plus 6–13 credits of coursework – are available for ELED licensees in 19 states, special education licensees in 16, and all others in 12. Add-on endorsements account for a substantial number of new in-state teaching credentials in the three states that reported such data: Texas (46%), Pennsylvania (19%), and Indiana (12%). In Pennsylvania and Indiana, add-ons constituted 7% and 5%, of all new in-state ECE credentials awarded, respectively. Nearly half of the states in the nation refer to a state authorization to teach as certification, the other near half as license, and two as credential. Now is an opportune time for early educational organizations to articulate what preparation requirements are suitable for an ECE add-on endorsement.
{"title":"Do states’ add-on endorsement policies provide shortcuts to early childhood education licensure?","authors":"R. Fowler","doi":"10.1080/10901027.2022.2054034","DOIUrl":"https://doi.org/10.1080/10901027.2022.2054034","url":null,"abstract":"ABSTRACT This article explores whether states’ add-on endorsement policies provide shortcuts to early childhood education licensure. The following questions are pursued: What requirements must licensed teachers meet to add an ECE endorsement? What data do states report on the number of add-ons awarded, in total and in ECE, yearly? What terms do states use to refer to an official authorization to teach? Results indicate that shortened pathways to ECE licensure – licensure testing only and licensure testing plus 6–13 credits of coursework – are available for ELED licensees in 19 states, special education licensees in 16, and all others in 12. Add-on endorsements account for a substantial number of new in-state teaching credentials in the three states that reported such data: Texas (46%), Pennsylvania (19%), and Indiana (12%). In Pennsylvania and Indiana, add-ons constituted 7% and 5%, of all new in-state ECE credentials awarded, respectively. Nearly half of the states in the nation refer to a state authorization to teach as certification, the other near half as license, and two as credential. Now is an opportune time for early educational organizations to articulate what preparation requirements are suitable for an ECE add-on endorsement.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"373 - 385"},"PeriodicalIF":1.2,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875510","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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