Zeitschriftenartikel zum Thema „Early childhood teachers“
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Kim, Eun Jung, und Min Kyung Ha. „The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 11 (15.06.2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.
Kim, JiYoung, und jin ju Youn. „Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers“. Korean Society of Culture and Convergence 44, Nr. 10 (31.10.2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.
Hwang, Hae Ika, und Hye Kyoungb Chae. „Exploring the Character Strength of Early Childhood Teachers“. Contemporary Social Sciences 27, Nr. 1 (01.01.2018): 25–32. http://dx.doi.org/10.29070/27/57212.
UNAL, Merve, und Gokce KURT. „Socioeconomic Profile of Early Childhood Education Preservice Teachers“. Eurasian Journal of Educational Research 18 (04.04.2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.
Fadillah, Fadillah. „Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education“. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, Nr. 2 (21.01.2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.
Boyd, Wendy, und Linda Newman. „Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree“. Australasian Journal of Early Childhood 44, Nr. 1 (März 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.
Maylani, Rany, und Ega Asnatasia Maharani. „Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten“. Journal of Early Childhood Care and Education 5, Nr. 1 (21.03.2022): 13–26. http://dx.doi.org/10.26555/jecce.v5i1.5006.
Diamond, Karen E. „Supporting Early Childhood Teachers“. Topics in Early Childhood Special Education 21, Nr. 3 (Juli 2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.
Kim, Junghyun, und Hyesoon Kim. „The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment“. Korean Society of Culture and Convergence 44, Nr. 12 (31.12.2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.
SAHIN, Figen, Muge SEN und Caglayan DINCER. „Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing“. Eurasian Journal of Educational Research 19, Nr. 84 (03.12.2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.
Yang, Yujin, und Kyoung-Jin Lee. „예비유아교사의 아동기 놀이경험에 따른 놀이성과 놀이교수효능감 차이 연구“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 23 (15.12.2022): 647–63. http://dx.doi.org/10.22251/jlcci.2022.22.23.647.
Lee, Jin-Hee. „The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers“. K Association of Education Research 7, Nr. 3 (31.12.2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.
Febiyanti, Anita, Euis Kurniati und Ibrahim Emilly Nzunda. „Teachers' Strategies in Introducing Literacy to Early Childhood: Lesson from Indonesia“. Al-Athfal: Jurnal Pendidikan Anak 7, Nr. 2 (22.12.2021): 123–34. http://dx.doi.org/10.14421/al-athfal.2021.72-03.
Kim, Ji-Young. „Early Childhood Teachers' Perception about Early Childhood Music Activity“. Korean Journal of Human Ecology 17, Nr. 3 (30.06.2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.
Aini, Wirdatul, Setiawati Setiawati und Alim Harun Pamungkas. „The Creativity of the Early Childhood Education’s Teachers in Creating an Animation Media Web-Based in Koto Tangah Padang“. KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, Nr. 2 (30.10.2019): 127–34. http://dx.doi.org/10.24036/kolokium-pls.v7i2.355.
Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee und Sandra Cheeseman. „Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services“. Australasian Journal of Early Childhood 45, Nr. 3 (29.06.2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.
Chang, Han. „Technology Learning in Early Childhood Education, Case Study in Taiwan“. Journal of Education, Humanities and Social Sciences 8 (07.02.2023): 2293–306. http://dx.doi.org/10.54097/ehss.v8i.4707.
Kim, Gwang-su. „Comparison of Teacher Creativity and Teacher Efficacy of Pre-early Childhood Teachers and Current Early Childhood Teachers: Latent Mean Analysis“. Korean Association For Learner-Centered Curriculum And Instruction 19, Nr. 15 (15.08.2019): 693–713. http://dx.doi.org/10.22251/jlcci.2019.19.15.693.
Palintan, Tien Asmara. „ANALISIS RESPON GURU TERHADAP PELATIHAN PENGELOLAAN EMOSI ANAK USIA DINI“. TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 6, Nr. 2 (01.12.2020): 69. http://dx.doi.org/10.26858/tematik.v6i2.15842.
Augustynek, Klaudia. „Współczesny portret nauczyciela wczesnej edukacji“. Pedagogika Przedszkolna i Wczesnoszkolna, Nr. 1 (19) (Juni 2022): 167–73. http://dx.doi.org/10.4467/23537159ppw.22.014.16874.
Puteri, Ika Apriati Widya, und Ika Apriati Widya Puteri. „ANALISA LATAR BELAKANG PENDIDIKAN GURU TERHADAP METODE MENGAJAR DI KELAS“. Incrementapedia: Jurnal Pendidikan Anak Usia Dini 3, Nr. 02 (31.12.2021): 38–45. http://dx.doi.org/10.36456/incrementapedia.vol3.no02.a4545.
Chung, Daeryun, und Sooyeon Choi. „Exploring the meaning of identity formation through the experiences of preliminary early childhood teachers“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 17 (15.09.2022): 743–69. http://dx.doi.org/10.22251/jlcci.2022.22.17.743.
Rub, Majedah F. Abu Al, Lana Alnaser und Ebtesam Qassim Rababah. „Field Experience Make Difference: Early Childhood Student-Teachers’ Beliefs about Best Practices for Jordanian Kindergarten Children“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 172–82. http://dx.doi.org/10.9756/int-jecse/v14i1.221022.
Erawati, Turini. „Teachers’ perception toward character education of early childhood education“. Jurnal Konseling dan Pendidikan 9, Nr. 3 (01.12.2021): 279. http://dx.doi.org/10.29210/165800.
Imtiyas, Isnaini Aulia Rofiqoh, und Nurhenti Simatupang. „The Effect of Early Childhood Teacher's Educational Background on the Ability to Manage Children’s Learning: Evidence From Learning Process During Covid 19 Pandemic“. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 7, Nr. 2 (29.07.2022): 67–76. http://dx.doi.org/10.14421/jga.2022.72-02.
Robingatin, Robingatin, Lina Revilla Malik und Anis Komariah. „The Ability of Early Childhood Education Teachers in Counseling Communication in East Kalimantan“. Southeast Asian Journal of Islamic Education 4, Nr. 2 (30.10.2022): 221–34. http://dx.doi.org/10.21093/sajie.v4i2.4499.
Kilderry, Anna. „Teachers in early childhood policy“. Journal of Education Policy 29, Nr. 2 (23.07.2013): 242–62. http://dx.doi.org/10.1080/02680939.2013.817612.
Ha, Ji-Min, Eun-Kyoung Goh und Ju-Youn Kyun. „The Change in the Representation of the Pre-service Early Childhood Teachers’ Maladaptive Behaviors Guidance“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 21 (15.11.2022): 527–44. http://dx.doi.org/10.22251/jlcci.2022.22.21.527.
Novianti, Ria, und Febrialismanto Febrialismanto. „The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge“. Journal of Educational Sciences 4, Nr. 2 (23.04.2020): 404. http://dx.doi.org/10.31258/jes.4.2.p.404-413.
Su-Min, Ryu, Lee Ha-Jeong und Han An-Na. „Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education“. Korean Society for Child Education 24, Nr. 2 (25.05.2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.
Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, Hye-Jin Park, Hye-Seon Byun, Mi-Soob Jang, Hye-Ji Heo und Do-Kyeong Ko. „Early Childhood Teachers' Experiences of Sex Education for Early Childhood“. Journal of Korean Association for Qualitative Research 7, Nr. 2 (30.11.2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.
Kim, Geun-Hye, und Jung-Eun Kim. „Analysis of Social Perception of Early Childhood Teacher Competency through Big Data“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 14 (31.07.2022): 201–16. http://dx.doi.org/10.22251/jlcci.2022.22.14.201.
Bassok, Daphna, Anna J. Markowitz, Laura Bellows und Katharine Sadowski. „New Evidence on Teacher Turnover in Early Childhood“. Educational Evaluation and Policy Analysis 43, Nr. 1 (18.01.2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.
Stover, Sue. „Working with student teachers ‘at risk’ during early childhood practicums: Reflections from five Associate Teachers“. Teachers' Work 16, Nr. 1 & 2 (13.11.2019): 14–30. http://dx.doi.org/10.24135/teacherswork.v16i1and2.281.
Hong, Eun Suk, Gye Shin Park und Hyun Sook Kim. „The Experiences and Needs of Early Childhood Special Education Teachers for the Organizational Culture of Early Childhood Special Education Institutions“. Korean Journal of Early Childhood Special Education 22, Nr. 3 (30.09.2022): 1–30. http://dx.doi.org/10.21214/kecse.2022.22.3.1.
Mohammed, Ali Yaaku Sumani, und Seth Badu. „Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District“. International Journal of Research and Innovation in Social Science 06, Nr. 07 (2022): 94–101. http://dx.doi.org/10.47772/ijriss.2022.6707.
Park, Oe-Sun, und In-Hwa Choi. „Domestic research trends on multi-cultures among preservice and early childhood teachers Focusing on domestic academic journals“. Korea Association for Early Childhood Education and Educare Welfare 26, Nr. 2 (30.06.2022): 35–57. http://dx.doi.org/10.22590/ecee.2022.26.2.35.
Apriyanti, Helly. „Pemahaman Guru Pendidikan Anak Usia Dini Terhadap Perencanaan Pembelajaran Tematik“. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, Nr. 2 (30.12.2017): 111. http://dx.doi.org/10.31004/obsesi.v1i2.22.
McGlynn-Stewart, Monica. „The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching“. Language and Literacy 16, Nr. 1 (23.05.2014): 71. http://dx.doi.org/10.20360/g2hg67.
Lima, Camila Machado de. „infâncias e formação docente: gestos, sentidos e começos“. childhood & philosophy 14, Nr. 30 (07.05.2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.
Cho, Yujin. „Awareness of Early Childhood Teacher’s Teaching Life by Pre-service Early Childhood Teachers Through Photovoice“. Journal of Humanities and Social sciences 21 13, Nr. 6 (31.12.2022): 1217–30. http://dx.doi.org/10.22143/hss21.13.6.83.
Lee, Eunji, und Jihyun Kim. „A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum“. Korean Journal of Child Studies 43, Nr. 3 (31.08.2022): 263–74. http://dx.doi.org/10.5723/kjcs.2022.43.3.263.
Oh, Su-Heon, und Seung-Hee Kim. „Early Childhood Teachers’ Euphoria According to Teacher’s Background Variables“. Korean Association For Learner-Centered Curriculum And Instruction 16, Nr. 10 (05.10.2016): 141–65. http://dx.doi.org/10.22251/jlcci.2016.16.10.141.
Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah und Shomiyatun. „Outstanding Educator Performance: Professional Development in Early Childhood Education“. JPUD - Jurnal Pendidikan Usia Dini 14, Nr. 2 (30.11.2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
Wulandari, Retno Tri, und Usep Kustiawan. „Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia“. Research on Education and Media 10, Nr. 1 (01.06.2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.
Epstein, Ann. „Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors“. Journal of Montessori Research 1, Nr. 1 (14.11.2015): 1. http://dx.doi.org/10.17161/jomr.v1i1.4939.
Denham, Susanne Ayers, und Hideko Hamada Bassett. „Early childhood teachers’ socialization of children’s emotional competence“. Journal of Research in Innovative Teaching & Learning 12, Nr. 2 (14.08.2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
Frakes, Cyndi, und Kate Kline. „Early Childhood Corner: Teaching Young Mathematicians: The Challenges and Rewards“. Teaching Children Mathematics 6, Nr. 6 (Februar 2000): 376–81. http://dx.doi.org/10.5951/tcm.6.6.0376.
Koh, Hee Seon. „A Study on Early Childhood Teachers' Creative Competencies Perceived by Pre-Service Early Childhood Teachers“. Korean Association For Learner-Centered Curriculum And Instruction 20, Nr. 9 (01.05.2020): 825–50. http://dx.doi.org/10.22251/jlcci.2020.20.9.825.
Sayekti, Tri, Endry Boeriswati und Elindra Yetti. „Teacher's Educational Knowledge Ability to Implement Holistic and Integrated Learning in Paud Lesson Plan“. Journal of World Englishes and Educational Practices 4, Nr. 1 (17.03.2022): 15–17. http://dx.doi.org/10.32996/jweep.2022.4.1.3.