在 COVID-19 大流行期间,幼儿教育专业人员在师范教育中面临的挑战、坚持和感悟

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Community College Review Pub Date : 2023-12-04 DOI:10.1177/00915521231201205
Kristabel Stark, Yanet Gomez Diaz, Jennyfer Trigueros, M. Ragunathan
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引用次数: 0

摘要

目标/研究问题:社区大学课程是幼儿教育专业人员寻求发展其教育事业的关键切入点。在这项研究中,我们研究了一所小型社区学院的学位候选人如何经历了向在线学习的转变,以及他们在疫情期间坚持上大学的原因。方法:利用语义构建的理论框架,我们对一所社区大学教师教育课程的19名幼儿专业人员的访谈数据进行了主题分析。结果:我们发现,学位候选人经历了向在线学习的转变,这既是他们获得教育的障碍,也是他们获得教育的促进因素,而且,在疫情期间,他们仍然高度致力于完成学位,受到经济优势、职业发展、专业技能发展以及成为自己孩子榜样的机会的激励。结论/贡献:提高完成大学学位的幼儿专业人员的比例有望改善儿童的教育机会,并解决教师队伍中持续存在的结构性不平等问题。通过调查幼儿专业人员如何理解与大流行相关的教育变化,本研究为社区学院如何支持学生的教育追求提供了见解。
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Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic
Objective/Research Question: Community college coursework is a crucial entry point for early childhood professionals seeking to advance their careers in education. In this study, we examine how degree candidates at a small community college experienced the shift to online learning and their reasons for persistence in college during the pandemic. Methods: Drawing on the theoretical framework of sensemaking, we conducted a thematic analysis of data from interviews with 19 early childhood professionals enrolled in teacher education coursework within one community college. Results: We found that degree candidates experienced the shift to online learning as both a barrier and facilitator to their educational obtainment, and that, during the pandemic, they remained highly committed to completing their degrees, motivated by financial advantages, career advancement, professional skill development, and the opportunity to be a role model for their own children. Conclusions/Contributions: Increasing the proportion of early childhood professionals who complete college degrees holds promise for improving children’s educational opportunities and addressing persistent structural inequities in the teacher workforce. By investigating how early childhood professionals made sense of the educational changes associated with the pandemic, this study provides insight into how community colleges can support students in their educational pursuits moving forward.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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