Pub Date : 2022-01-01DOI: 10.1080/10901027.2020.1818652
Benjamin L Bayly, Eleanor Dizon, Gitanjali Shrestha, Crystal Lederhos Smith, Senait Tekle, Brittany Rhoades Cooper
Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early childhood. One PD intervention that has shown to be effective is MyTeachingPartner (MTP); however, previous research has suggested that both teacher and contextual factors may moderate the effectiveness of PD interventions like MTP. In the current study, we used a self-determination theoretical (SDT) framework to identify subgroups of teachers (N = 401) through latent class analysis based on the fulfillment of their three basic needs: competence, autonomy, and relatedness. We found three latent classes of teachers: 1) Unconfident and Unsupported; 2) Unconfident but Supported; 3) Confident and Supported. We tested the effect of MTP, latent class membership, and the MTP by latent class interaction on the quality of teacher emotional and instructional support to identify which teachers benefitted most from the MTP intervention. While MTP benefitted teachers on emotional support similarly across classes, MTP was most effective for instructional support for teachers from the Confident and Supported class. As these were the only teachers who had all their basic needs met our results suggest teacher and contextual factors in concert are important in optimizing the effectiveness of PD.
{"title":"Leveraging Self-Determination Theory to Understand Which Preschool Teachers Benefit Most from a Professional Development Intervention.","authors":"Benjamin L Bayly, Eleanor Dizon, Gitanjali Shrestha, Crystal Lederhos Smith, Senait Tekle, Brittany Rhoades Cooper","doi":"10.1080/10901027.2020.1818652","DOIUrl":"https://doi.org/10.1080/10901027.2020.1818652","url":null,"abstract":"<p><p>Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early childhood. One PD intervention that has shown to be effective is MyTeachingPartner (MTP); however, previous research has suggested that both teacher and contextual factors may moderate the effectiveness of PD interventions like MTP. In the current study, we used a self-determination theoretical (SDT) framework to identify subgroups of teachers (<i>N</i> = 401) through latent class analysis based on the fulfillment of their three basic needs: competence, autonomy, and relatedness. We found three latent classes of teachers: 1) Unconfident and Unsupported; 2) Unconfident but Supported; 3) Confident and Supported. We tested the effect of MTP, latent class membership, and the MTP by latent class interaction on the quality of teacher emotional and instructional support to identify which teachers benefitted most from the MTP intervention. While MTP benefitted teachers on emotional support similarly across classes, MTP was most effective for instructional support for teachers from the Confident and Supported class. As these were the only teachers who had all their basic needs met our results suggest teacher and contextual factors in concert are important in optimizing the effectiveness of PD.</p>","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 2","pages":"194-212"},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1818652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10825843","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 : 2021-12-24DOI: 10.1080/10901027.2021.2005190
J. Szente
ABSTRACT This paper revisits the 2019 JECTE Theme Issue entitled “Preparing early childhood teachers to assist children who are caught in disasters” in light of current world events. Unfortunately, since the publication of that issue, our world has been experiencing another type of disaster, the COVID-19 pandemic, thus revisiting and connecting the 2019 Theme Issue with our 2021 Theme Issue seemed especially helpful. More specifically, this article highlights some additional resources for teacher educators in the areas of 1) preparing early childhood teachers to meet children’s needs in disasters, and 2) utilizing educational technology with children and families effectively amid the current pandemic. Additional implications for early childhood teacher preparation are also provided.
{"title":"Resources for preparing early childhood teachers to assist children in disasters: reflections on current events","authors":"J. Szente","doi":"10.1080/10901027.2021.2005190","DOIUrl":"https://doi.org/10.1080/10901027.2021.2005190","url":null,"abstract":"ABSTRACT This paper revisits the 2019 JECTE Theme Issue entitled “Preparing early childhood teachers to assist children who are caught in disasters” in light of current world events. Unfortunately, since the publication of that issue, our world has been experiencing another type of disaster, the COVID-19 pandemic, thus revisiting and connecting the 2019 Theme Issue with our 2021 Theme Issue seemed especially helpful. More specifically, this article highlights some additional resources for teacher educators in the areas of 1) preparing early childhood teachers to meet children’s needs in disasters, and 2) utilizing educational technology with children and families effectively amid the current pandemic. Additional implications for early childhood teacher preparation are also provided.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"406 - 413"},"PeriodicalIF":1.2,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1080/10901027.2021.2020938
Kalli B. Decker, G. Cook, H. Brophy-Herb, J. Torquati
ABSTRACT Early childhood education is a demanding profession, and teachers’ stress is inversely associated with the quality of their interactions with young children. In order to provide stress management tools to preservice teachers prior to entry into the field, there has been growing interest in the use of reflective practices as part of higher education pedagogy. There is initial evidence that reflective practices have the potential to positively influence preservice teachers’ well-being and teaching practice. Instructors at two universities incorporated the use of reflective practices, including journaling, in-class discussions, and mindfulness, into their early childhood courses. Students from these courses were invited to participate in focus groups regarding their experiences with the use of reflective practices as part of their course’s pedagogical approach; 21 students participated (n for Course 1 = 13, n for Course 2 = 8). Using constant comparative analysis, two primary themes emerged: 1) participants described important aspects of the process and structure of using reflective practices as part of their course, and 2) participants reported how reflective practices supported their social-emotional understanding and well-being. Implications for using reflective practices, including rich descriptions, examples, and practice suggestions, as part of early childhood higher education pedagogy are discussed.
{"title":"Students’ experiences of reflective practices as pedagogy in early childhood higher education","authors":"Kalli B. Decker, G. Cook, H. Brophy-Herb, J. Torquati","doi":"10.1080/10901027.2021.2020938","DOIUrl":"https://doi.org/10.1080/10901027.2021.2020938","url":null,"abstract":"ABSTRACT Early childhood education is a demanding profession, and teachers’ stress is inversely associated with the quality of their interactions with young children. In order to provide stress management tools to preservice teachers prior to entry into the field, there has been growing interest in the use of reflective practices as part of higher education pedagogy. There is initial evidence that reflective practices have the potential to positively influence preservice teachers’ well-being and teaching practice. Instructors at two universities incorporated the use of reflective practices, including journaling, in-class discussions, and mindfulness, into their early childhood courses. Students from these courses were invited to participate in focus groups regarding their experiences with the use of reflective practices as part of their course’s pedagogical approach; 21 students participated (n for Course 1 = 13, n for Course 2 = 8). Using constant comparative analysis, two primary themes emerged: 1) participants described important aspects of the process and structure of using reflective practices as part of their course, and 2) participants reported how reflective practices supported their social-emotional understanding and well-being. Implications for using reflective practices, including rich descriptions, examples, and practice suggestions, as part of early childhood higher education pedagogy are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"261 - 287"},"PeriodicalIF":1.2,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46549240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1080/10901027.2021.2015491
J. Grifenhagen, David K. Dickinson
ABSTRACT This study addresses the dearth of research on preparing pre-service early childhood educators to support young children’s language development. Taking a design-based approach to an undergraduate course for early childhood majors, qualitative data analysis examined the seven participating pre-service teachers’ knowledge of, perspectives on, and strategies for facilitating language development. In addition to traditional course content and assignments on language development, pre-service teachers explored sociocultural influences on language, participated in in-class and field-based practical experiences, videotaped and reflected on their work with preschool children, and engaged in coaching and feedback with peers and course instructors. In response to ongoing data collection and analysis, course elements were adjusted to meet emerging needs of the pre-service teachers. Findings indicate participants gained knowledge in language development, shifted perspectives on the value of linguistic diversity, demonstrated analytical reflection that led to action, expanded their view of the role of the teacher in language facilitation, and connected course content to their teaching practice. Implications of the findings for practice- and social-justice-oriented teacher education and limitations of the study context are discussed.
{"title":"Preparing Pre-Service Early Childhood Teachers to Support Child Language Development","authors":"J. Grifenhagen, David K. Dickinson","doi":"10.1080/10901027.2021.2015491","DOIUrl":"https://doi.org/10.1080/10901027.2021.2015491","url":null,"abstract":"ABSTRACT This study addresses the dearth of research on preparing pre-service early childhood educators to support young children’s language development. Taking a design-based approach to an undergraduate course for early childhood majors, qualitative data analysis examined the seven participating pre-service teachers’ knowledge of, perspectives on, and strategies for facilitating language development. In addition to traditional course content and assignments on language development, pre-service teachers explored sociocultural influences on language, participated in in-class and field-based practical experiences, videotaped and reflected on their work with preschool children, and engaged in coaching and feedback with peers and course instructors. In response to ongoing data collection and analysis, course elements were adjusted to meet emerging needs of the pre-service teachers. Findings indicate participants gained knowledge in language development, shifted perspectives on the value of linguistic diversity, demonstrated analytical reflection that led to action, expanded their view of the role of the teacher in language facilitation, and connected course content to their teaching practice. Implications of the findings for practice- and social-justice-oriented teacher education and limitations of the study context are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"95 - 117"},"PeriodicalIF":1.2,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44307648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-11DOI: 10.1080/10901027.2021.2015492
Angela Eckhoff
ABSTRACT Even with increasing calls for both researchers and educators to attend to the “E” in STEM from within the larger field of STEM education, little is known about the practices that serve to support early educators’ pedagogy and related content knowledge of engineering design. Using multiple methods in a revelatory, embedded, single-case design, this research provides an explanatory account of preservice teachers (PTs) engagement during a structured field experience with preschoolers designed to foster their understanding of design-based engineering though collaborative learning and teaching experiences. Research Findings: Findings reveal that the PTs developed more robust understandings of design-based engineering and stronger self-efficacy beliefs related to their practice following participation in the learning and teaching collaborative project. PTs also voiced concerns over perceived challenges of integrating engineering instruction within the pedagogically and content restrictive environments of contemporary early childhood classrooms. Practice or Policy: Additionally, this research suggests that guided teaching and learning partnerships can support early childhood teacher preparation programs in developing preservice teachers’ understandings of the interrelationships between engineering and other aspects of the curriculum using emergent curricular approaches and interactional, play-based pedagogies.
{"title":"Engineering to understand: reflections on a learning and teaching partnership for preservice early grades teachers and preschoolers","authors":"Angela Eckhoff","doi":"10.1080/10901027.2021.2015492","DOIUrl":"https://doi.org/10.1080/10901027.2021.2015492","url":null,"abstract":"ABSTRACT Even with increasing calls for both researchers and educators to attend to the “E” in STEM from within the larger field of STEM education, little is known about the practices that serve to support early educators’ pedagogy and related content knowledge of engineering design. Using multiple methods in a revelatory, embedded, single-case design, this research provides an explanatory account of preservice teachers (PTs) engagement during a structured field experience with preschoolers designed to foster their understanding of design-based engineering though collaborative learning and teaching experiences. Research Findings: Findings reveal that the PTs developed more robust understandings of design-based engineering and stronger self-efficacy beliefs related to their practice following participation in the learning and teaching collaborative project. PTs also voiced concerns over perceived challenges of integrating engineering instruction within the pedagogically and content restrictive environments of contemporary early childhood classrooms. Practice or Policy: Additionally, this research suggests that guided teaching and learning partnerships can support early childhood teacher preparation programs in developing preservice teachers’ understandings of the interrelationships between engineering and other aspects of the curriculum using emergent curricular approaches and interactional, play-based pedagogies.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"118 - 142"},"PeriodicalIF":1.2,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/10901027.2021.2005189
Victoria T. Eshelman, Rebecca G. Lieberman-Betz, Cynthia O. Vail, Jennifer A. Brown
ABSTRACT Young children’s communication is dependent upon caregivers’ responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers’ responsiveness to children’s behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers’ communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers’ responsiveness was higher. This finding supports the need for future research regarding best practices in increasing quality interactions between toddlers and caregivers to support communication development in early care and education settings.
{"title":"An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms","authors":"Victoria T. Eshelman, Rebecca G. Lieberman-Betz, Cynthia O. Vail, Jennifer A. Brown","doi":"10.1080/10901027.2021.2005189","DOIUrl":"https://doi.org/10.1080/10901027.2021.2005189","url":null,"abstract":"ABSTRACT Young children’s communication is dependent upon caregivers’ responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers’ responsiveness to children’s behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers’ communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers’ responsiveness was higher. This finding supports the need for future research regarding best practices in increasing quality interactions between toddlers and caregivers to support communication development in early care and education settings.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"80 - 94"},"PeriodicalIF":1.2,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1080/10901027.2021.1990166
Lok-Wah Li, C. McWayne, Jayanthi Mistry
ABSTRACT In the past decade, there has been a significant increase in the number of dual-language learning (DLL) preschool children. Guided by the literatures on home-school partnership and caregiver ethnotheories, the present study explored parents’ and teachers’ understandings of natural learning opportunities in DLL children’s homes and surrounding communities. Interpretative Phenomenological Analysis (IPA) was conducted on the transcripts of 18 interviews with parents (n = 9) and teachers (n = 9) from two Head Start programs in a large northeastern city. Results showed that participants discussed natural learning opportunities for DLL preschool children across three primary learning contexts: home, school, and community. Learning experiences were arranged and routinely implemented by immigrant parents and teachers to foster character and positive approaches to learning, provide accessible educational experiences, and preserve cultural heritage for DLL children. Combined, immigrant parents’ and preschool teachers’ narratives revealed salient priorities and values concerning children’s learning across the three natural contexts, for young Latine- and Chinese-heritage children growing up in the US. Future directions for including parents’ and immigrant teachers’ voices in early childhood programs, teacher training, and home-school partnership research are discussed.
{"title":"Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities","authors":"Lok-Wah Li, C. McWayne, Jayanthi Mistry","doi":"10.1080/10901027.2021.1990166","DOIUrl":"https://doi.org/10.1080/10901027.2021.1990166","url":null,"abstract":"ABSTRACT In the past decade, there has been a significant increase in the number of dual-language learning (DLL) preschool children. Guided by the literatures on home-school partnership and caregiver ethnotheories, the present study explored parents’ and teachers’ understandings of natural learning opportunities in DLL children’s homes and surrounding communities. Interpretative Phenomenological Analysis (IPA) was conducted on the transcripts of 18 interviews with parents (n = 9) and teachers (n = 9) from two Head Start programs in a large northeastern city. Results showed that participants discussed natural learning opportunities for DLL preschool children across three primary learning contexts: home, school, and community. Learning experiences were arranged and routinely implemented by immigrant parents and teachers to foster character and positive approaches to learning, provide accessible educational experiences, and preserve cultural heritage for DLL children. Combined, immigrant parents’ and preschool teachers’ narratives revealed salient priorities and values concerning children’s learning across the three natural contexts, for young Latine- and Chinese-heritage children growing up in the US. Future directions for including parents’ and immigrant teachers’ voices in early childhood programs, teacher training, and home-school partnership research are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"42 - 65"},"PeriodicalIF":1.2,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-17DOI: 10.1080/10901027.2021.1990167
Hannah Kye
ABSTRACT The instructional congruence framework has been used to enhance congruence between students’ non-dominant backgrounds and science instruction in upper grades. The purpose of this paper is to propose and model the use of the framework to address two key areas of concern in the field of early childhood teacher education: family engagement and the teaching of science and engineering. This reflection on practice presents (1) the instructional congruence framework (ICF), (2) the rationale for using ICF with preservice teachers, (3) a description of implementation in an early childhood education course and field experience, and (4) implications for instructional practice. Drawing upon prior analyses in multicultural science education, this reflective report illuminates the unique features of this framework as applied with preservice teachers in the preschool field, including strengths and challenges.
{"title":"Framework to field: preparing preservice teachers to engage diverse families through science","authors":"Hannah Kye","doi":"10.1080/10901027.2021.1990167","DOIUrl":"https://doi.org/10.1080/10901027.2021.1990167","url":null,"abstract":"ABSTRACT The instructional congruence framework has been used to enhance congruence between students’ non-dominant backgrounds and science instruction in upper grades. The purpose of this paper is to propose and model the use of the framework to address two key areas of concern in the field of early childhood teacher education: family engagement and the teaching of science and engineering. This reflection on practice presents (1) the instructional congruence framework (ICF), (2) the rationale for using ICF with preservice teachers, (3) a description of implementation in an early childhood education course and field experience, and (4) implications for instructional practice. Drawing upon prior analyses in multicultural science education, this reflective report illuminates the unique features of this framework as applied with preservice teachers in the preschool field, including strengths and challenges.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"66 - 79"},"PeriodicalIF":1.2,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46439858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-12DOI: 10.1080/10901027.2021.1984344
Song A. An, A. Hachey, So Jung Kim, Daniel A. Tillman
Ms. Rodriguez is a busy bilingual kindergarten teacher. Lately, she has been worrying about one of her new students, Margarito, who just emigrated from a native tribe of Central Mexico. Language is...
{"title":"When 10 ≠ ten: teachers develop original stories to conceptualize numeral transition","authors":"Song A. An, A. Hachey, So Jung Kim, Daniel A. Tillman","doi":"10.1080/10901027.2021.1984344","DOIUrl":"https://doi.org/10.1080/10901027.2021.1984344","url":null,"abstract":"Ms. Rodriguez is a busy bilingual kindergarten teacher. Lately, she has been worrying about one of her new students, Margarito, who just emigrated from a native tribe of Central Mexico. Language is...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"22 - 41"},"PeriodicalIF":1.2,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45866380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-23DOI: 10.1080/10901027.2021.1963890
Sarah Probine
As a small child there was an expectation that I would learn to dance and an assumption that I should want to. My older sister was already an accomplished and elegant dancer. I, on the other hand, ...
{"title":"Becoming an artist/teacher: supporting pre-service teachers to develop their confidence and pedagogical knowledge to effectively and actively teach the arts in early childhood","authors":"Sarah Probine","doi":"10.1080/10901027.2021.1963890","DOIUrl":"https://doi.org/10.1080/10901027.2021.1963890","url":null,"abstract":"As a small child there was an expectation that I would learn to dance and an assumption that I should want to. My older sister was already an accomplished and elegant dancer. I, on the other hand, ...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"1 - 21"},"PeriodicalIF":1.2,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48264932","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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