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Jonsdottir, Arna H. „Professional roles, leadership and identities of Icelandic preschool teachers : perceptions of stakeholders“. Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020704/.
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The purpose of the thesis is to investigate how the professional role and leadership of preschool teachers are perceived by them and other stakeholders and what contextual factors affect the preschool teachers' role and leadership. A further purpose is to investigate how preschool teachers see their professional identity and how the stakeholders' perceptions and relevant contextual factors appear to affect this. The research also has a political purpose as it is giving a voice to a profession that has been fighting for many years for acknowledgement whilst a gendered stereotypical view and discourse in society means that working with the youngest children is considered women's work and therefore subordinated. A theoretical framework, emerging from the literature, is used to analyse the findings, including Whitty's (2008) and Oberhuemer's (2005) ideas of 'democratic professionalism'. The theoretical perspective, or the philosophical stance, informing the methodology of the research, is interpretive, or 'symbolic interaction ism', which stems from the pragmatist philosopher and social psychologist George Herbert Mead (1934), and the sociologist Herbert Blumer (1969). The main research tool used is focus group interviews. The main findings of the research reveal that the preschool teachers tend to focus on the educational dimension of their role where they see themselves as professionals and experts. All elements strengthening that dimension are perceived as 'positive'. They hardly mention the preschools' function of social justice and contextual factors related to the economic function, as the number of children in the groups (classes) and the children's long day in preschools are affecting their role and leadership in a 'negative' way and impacting on their professional identity. Leadership within preschools is mainly seen as traditional and the professional identities of Icelandic preschool teachers, or how they see themselves as professionals and leaders, are also affected by prevailing stereotypically gendered perceptions of some of the stakeholders. In fact they are barely differentiated from the laypersons who numerically dominate their field.
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Choflá, Shaun-Adrian. „Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.
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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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Brixing, Alexandra. „"Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844.
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Detta arbete utgår ifrån den diskussion som förts i det svenska samhället vad gäller förskollärarnas ansvar som synliggjorts i den reviderade läroplanen samt införandet av lärarlegitimation. Arbetet syftar på att förstå, genom kvalitativa intervjuer, vad fyra verksamma pedagoger inom förskolan har för tankar omkring arbetets huvudfrågor: Samarbete, ledarskap och ansvar, erfarenhet och praktisk kunskap samt teoretisk kunskap. Vidare finns viss historik omkring förskolan och förskollärarens bakgrund. Målet med denna undersökning är att lyfta upp frågan om samverkan mellan praktisk kunskap och teoretisk kunskap och diskutera samarbetet mellan yrkesgrupperna samt stärka betydelsen av att inneha båda dessa kunskaper. I resultatdelen ämnas de fyra intervjuade pedagogernas åsikter framföras och sedan diskuteras i förhållande till begreppen och tidigare forskning. Samtliga pedagoger är och har varit aktiva i förskolan under minst fem år. Genom studien har resultatet pekat allt tydligare på att de två förskollärarna och de två barnskötarna har olika syn på de olika arbetsrollerna. Sammanfattningsvis menar jag att förskollärarna verkar tycka att ansvar och ledarskap till viss del är deras uppgifter men att arbetslaget, innefattande både förskollärare och barnskötare, bör samarbeta och man kan ana att de inte vill ta hela ansvaret själva. Barnskötarna, å andra sidan, eftersöker mer ledarskap av förskollärarna och vill att de tar det ansvar som de har utbildning och får lön för. De två barnskötarna är inte lika strikta i sin linje vad gäller rollfördelningen, den ena barnskötaren uttrycker att många pedagoger på förskolan gör ett bra arbete oavsett teoretisk kunskap. Som resultat vill jag lyfta fram att det alltså är de som saknar akademisk utbildning som lyfter fram att det är den teoretiska kunskapen är avgörande för ansvarsbiten. Detta trots att samtliga fyra pedagoger menar att den praktiska kunskapen är viktig. Slutligen innefattar arbetet förslag på vidare studier inom ämnet: då särskilt, varför tycker förskollärarna och barnskötarna i denna undersökning så olika beroende av egen utbildningsgrad?This study departs from the discussion in Swedish society concerning preschool teachers’ responsibilities as visualized in the revised curriculum and the introduction of teacher license registration.The study is aimed at understanding, through qualitative interviews, what four active pedagogues involved in pre-school feels about the changes, which are this study’s main issues: the concept of cooperation, leadership and responsibility, experience and practical knowledge and theoretical knowledge. Further, there is some history about kindergarten and preschool teachers’ background. The purpose of this study is to highlight the issue of interaction between practical knowledge and theoretical knowledge as well as the cooperation of the people involved in preschool.The results section is dealing with the four pedagogues, who are and have been active in pre-school for at least five years, to be presented and then discussed in relation to the concepts and previous research. The study results have indicated more clearly that the two preschool teachers and the two childminders have different views on the differing roles. In sum I believe that preschool teachers find that responsibility and leadership in some way lies on their shoulders, but they’re pointing more to the team, including both preschool teachers and childcare workers, for cooperation. You can sense that they do not want to take full responsibility themselves. Childcare workers are on the other hand looking for more leadership from the preschool teachers and expect that they should take the responsibility they have been educated and are paid for. The two childcare workers are not as strict in the terms of roles. One of them expresses that many teachers in the preschool are doing a good job regardless of theoretical knowledge. As a result, I would highlight that it is the pedagogues without theoretical knowledge that emphasizes that theoretical knowledge is crucial for the responsibility part, despite the fact that all four teachers believe that practical knowledge is important. Finally, this study includes suggestions for further studies in the subject: on particular, why do preschool teachers and childcare workers in this study feel so different depending on their own level of education?
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Roos, Emelie. „”Barnskötare och förskollärare det är för mig samma sak” : Vårdnadshavares uppfattningar om innebörderna i förskolans två yrkesroller“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85030.
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I denna studie är syftet att synliggöra, och på så sätt bidra med mer kunskap kring, vilka uppfattningar vårdnadshavare till barn i förskolan har kring yrkesrollerna barnskötare och förskollärares olika ansvar och innebörder, samt hur dessa relaterar till de mål och riktlinjer kring ansvar och arbetsfördelning som skrivs fram i förskolans läroplan. Fem vårdnadshavare från tre olika kommuner i västra Sverige har deltagit i den kvalitativa studien där metodansatsen är diskursanalys. Kvalitativa semistrukturerade intervjuer har använts för datainsamling och en diskursanalys vid analysering av materialet. Resultatet visar att det finns en diskurs som handlar om att vårdnadshavare uppfattar att barnskötare innefattas av arbetet med barnen och ansvarar för deras omsorg, och en annan diskurs som handlar om att förskollärare uppfattas som den av rollerna som ansvarar för barnens utbildning och organisering av förskolans verksamhet. Det framkommer även att vårdnadshavarna i studien visar sig ha lite kännedom om hur förskolans läroplan relaterar till yrkesrollernas ansvar och arbetsuppgifter. Den uppgift som förskolans personal har ålagts gällande att upplysa vårdnadshavare om dess innehåll verkar därav inte prioriteras i den dagliga kommunikationen. Detta då studien visar att vårdnadshavares uppfattningar om förskolans yrkesroller skiljer sig åt från hur barnskötare och förskollärare beskrivs utifrån Skolverket (2018), vilket kan ge konsekvenser för samverkan mellan förskola och hem.The purpose of this study is to visualize what perceptions parents of children in preschool have about the professional role’s childcare workers and preschool teacher’s different responsibilities and meanings, and how these relate to the goals and guidelines regarding responsibility and division of work that are written in the preschool curriculum. Five parents from three different municipalities in western Sweden have participated in the qualitative study where the method approach is a discourse analysis. Qualitative semi-structured interviews were used to collect data and a discourse analysis for analyzing the material. The results show that there is a discourse regarding to how parents perceive childcare workers as included in the work with the children and are responsible for their care, and another discourse about how preschool teachers are perceived as those responsible for the children’s education and the organization of the preschool. It also emerges that the parents in the study appear to have little knowledge of how the preschool curriculum relates to the professional role’s responsibilities and tasks. The assignment that are required by the preschool staff as to inform parents about its content, do therefore not seem to be prioritized in the daily communication. This as the study shows that parent’s perceptions of the professional roles in preschool are different from Skolverket’s (2018) description of childcare workers and preschool teachers, which can have consequences for the collaboration between preschool and home.
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Myrman, Blomgren Åsa. „Ansvarets osäkerhet : En essä om den praktiska kunskapen förskollärare har av ansvar i förskolan“. Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46459.
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This essay concerns practical knowledge and examines preschool teachers experience of responsibility in preschool. The material is obtained through four interviews with preschool teachers. Data have been analysed with a hermeneutic approach and the discussion is based on reasoning about responsibility. My questions are: How do preschool teachers reason about responsibility concerning their professional role in preschool? How do preschool teachers experience joint responsibility for their childcare colleagues and the work team in the preschool? The results show that preschool teachers develop strategies for taking responsibility, but feel uncertain about childminders’ responsibility in preschool. This results in preschool teachers taking more responsibility for compensating for this uncertainty.Denna uppsats är en studie i praktisk kunskap och undersöker förskollärares erfarenheter av ansvar i förskolan. Materialet erhålls genom fyra intervjuer med förskollärare. Data har analyserats med en hermeneutisk metod och diskuteras utifrån resonemang kring ansvar. Mina frågor är: Hur erfar förskollärare sin yrkesrolls ansvar i förskolan? Hur erfar förskollärare sina banskötarkollegors och arbetslagets gemensamma ansvar i förskolan? Resultatet visar att förskollärare utarbetat strategier för ansvarstagande men känner en osäkerhet kring vilket ansvar barnskötare har i förskolan. Detta resulterar i att förskollärare tar mer ansvar för att kompensera för denna osäkerhet.
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Rådh, Lotta. „Hur synliggör man de tysta barnen i förskolan : En essä om om hur vi som pedagoger ska kunna stärka de "tysta" barnen“. Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30355.
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Jag har i mitt skrivande reflekterat kring min egen kunskap och erfarenhet samt har genom mina tankar kopplat till relevant litteratur. Reflektionerna har till större del varit runt mitt dilemma men även kring mycket annat som rör den dagliga verksamheten. Jag har även reflekterat kring hur jag ser på mig själv som pedagog och min egen yrkesroll. I min essä har jag utforskat kring mitt dilemma om hur jag ska kunna synliggöra de barn som hamnar utanför ramarna i barngruppen, och som inte tar lika stor plats som de barn som hörs och syns mest. Jag tar upp några situationer i min berättelse som tydligt visar detta då Pelle som mitt dilemma handlar om mer eller mindre exkluderar sig själv från den övriga barngruppen och från verksamheten i helhet. Pelle isolerar sig från de andra barnen och vill hellre leka för sig själv, om inte Sofia är på förskolan, för då vill han bara leka med henne. Att Pelle inte heller pratar med någon av vare sig pedagoger eller kompisar, utöver Sofia, gör inte situationen enklare. Mitt dilemma handlar om min osäkerhet och min frustration som blivande förskollärare över att inte veta hur jag ska förhålla mig till eller lyckas kommunicera med barn som Pelle. I min uppsats har jag använt mig av olika metoder som skrivande och reflektion. Genom att pendla mellan olika tolkningar, reflektioner samt upplevelser har jag försökt göra egna tolkningar, och skapa förståelse kring dem, för att sedan kunna lägga dem till mina erfarenheter. Med hjälp av min handledare och min arbetsgrupp har jag arbetat fram min text och har haft mycket nytta av gruppens gemensamma men även min och handledarens enskilda reflektionssamtal. Det har varit lärorikt och jag tycker själv att jag har både kunnat och vågat se på mig själv med kritiska ögon, men också fått merförståelse kring ämnet. Syftet med den här essän är att jag söker efter svar på frågor om hur jag som pedagog hur jag som pedagog ska kunna synliggöra de tysta barnen och få dem att känna sig inkluderade i grupp och verksamhet. Till min hjälp har jag studerat litteratur och reflekterat kring det jag läst för att på så sätt finna svar på mina frågor. Jag tar även upp och poängterar vikten av begreppet "bygga broar" då förskolan ska ha ett gott samarbete med föräldrar och andra anhöriga.examinationsarbete
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Rydén, Hannah. „Specialpedagogens yrkesroll, ur ett handledningsperspektiv - en intervjustudie i förskolan. Special educator´s professional role, from a coaching perspective - An interview in preschool“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28936.
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En viktig aspekt i specialpedagogens roll är att hennes uppdrag skall vara av en tydlig karaktär. Genom att rollen är tydlig kan energi och kompetens läggas på att utveckla verksamheterna på grupp och organisationsnivå. Handledning är ett kompetensutvecklande arbetssätt som specialpedagogerna använder sig av för att kunna utveckla en kunskapstillväxt i verksamheten för att kunna möta alla barn.
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Forssén, Linn. „Varför tvivlar jag? : En essä om att omsätta vetenskapliga teorier med praktisk kunskap“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19154.
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This essay is about the development process I have undergone during my experience-based preschool teacher education. I write about my internal process, about how I as a childcare worker go from assertiveness and believing in myself into fighting doubts, thoughts and feelings as a preschool teacher. The purpose with this essay is to make the difficulties with managing new knowledge and practicing it in real life visible, and at the same time overcome your uncertainty in a new professional role. The essay is based on two stories from my professional life where I, in the first one portray my actions and behavior as a childcare worker and in the second one as a preschool teacher. Based on my stories I try to answer questions as what does the individual learning process look like when going from one professional role to another in the same profession? What impact does theoretical knowledge have on practical knowledge? I have used reflection and writing as methods for my paper. I have reflected through dialogues together with fellow students and colleagues, but I have also reflected in my thoughts by having an internal dialogue. I base my essay on phenomenology and hermeneutic theory which both are experience based and evolve from interpretations and understandings of phenomena that arise in one`s mind. To be able to visualize my thinking the reflection has been an important part of my writing and also for being able to take different perspectives and examine myself critically. In this essay I discuss different kinds of knowledge and I base it on Aristotle´s three forms of knowledge. I begin my paper with describing my non doubting period and by using scientific theories I try to deepen my knowledge about why I go from being confident to having doubts. The core of the story is the part about my doubting period where I discuss the importance of theoretical knowledge. I reflect upon and highlight different dilemmas in which a person`s knowledge is invisible and I discuss whether a uniform would make any difference to what knowledge you possess in the eyes of a beholder.Den här essän handlar om min utvecklingsprocess jag har genomgått under min erfarenhetsbaserade förskollärarutbildning. Jag skriver om min inre process, om hur jag som barnskötare går från självsäkerhet och att tro på mig själv till att kämpa med tvivel, tankar och känslor som förskollärare. Syftet med denna essä är att synliggöra svårigheterna med att förvalta vetenskaplig kunskap och praktisera den i verkligheten, och samtidigt övervinna sin osäkerhet i en ny yrkesroll. Essän bygger på två berättelser utifrån min verksamhet där jag i den första delen gestaltar mitt handlande och agerande som barnskötare och i den andra delen som blivande förskollärare. Utifrån mina berättelser försöker jag att svara på frågor som, hur kan den individuella lärprocessen se ut när man går från en yrkesroll till en annan inom samma verksamhet? Vilken betydelse har teoretisk kunskap för det praktiska kunnandet? Jag har använt mig av reflektion och skrivande som metod. Tillsammans med klasskamrater och kollegor har jag reflekterat genom dialog, men jag har också haft en inre dialog då jag har reflekterat i tankarna. I min essä utgår jag från teorier som fenomenologi och hermeneutik vilka utgår från erfarenheten och som bygger på tolkningar och förståelse av fenomen som uppstår i ens medvetande. Reflektionen har varit en viktig del i mitt arbete för att synliggöra mina tankegångar och för att kunna inta olika perspektiv och granska mig själv kritiskt. I essän diskuterar jag olika sorters kunskap och utgår ifrån Aristoteles tre kunskapsformer. Jag börjar med att beskriva min icke tvivlande period och med hjälp av teorier försöker jag fördjupa min kunskap genom att bli medveten om varför jag går från självsäkerhet till att börja tvivla. I den tvivlande perioden finns essäns kärna, där jag ingående diskuterar vikten av kunskap. Jag reflekterar över och belyser olika dilemman då kunskapen inte syns, och funderar över om en uniform har någon avgörande betydelse för vilken kunskap man besitter, i en betraktares ögon.
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Lundqvist, Moberg Caroline. „När sitt bästa inte är bra nog : En essä om att stå mellan kollegor och chef på förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27823.
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Syftet med den här essän är att synliggöra svårigheter i förskolans värld. I förskolan är man omgiven av människor med olika bakgrunder, kunskaper och erfarenheter. Jag som pedagog, ska kunna förhålla mig professionellt till medarbetare, föräldrar och ledning. Men när man uppfattar brister i barnsäkerheten uppstår flera svårigheter. I essän undersöker jag en fråga utifrån två arbetsroller. Dels mot min kollega och dels mot min chef. Hur ska jag som kollega förhålla mig till min medarbetares förmåga att ta ansvar och beslut som kan vara en fara för barnen, utan att kränka henne? Min chef och jag delar inte samma åsikt om vad lösningen på problemet är. Hur ska jag som anställd förhålla mig till att min chef inte tar det beslut som jag uppfattar som ”rätt” beslut, utan att kritisera henne som ledare? Berättelsen utgår från en barngrupp och två pedagoger som gör en utflykt till en närliggande park. Vid avfärd och vid hemgång uppmärksammar jag flera säkerhetsbrister i en kollegas handlingar. När detta vid ett senare tillfälle påpekas för ledningen så tas det inte på det sätt som jag hade förväntat mig. Detta skapar massor av tvivel hos mig. Jag tvivlar på mig själv och mitt sätt att ifrågasätta. Jag tvivlar på min kollega och hennes sätt att ansvara för barngruppen. Samt att jag tvivlar på min chefs förmåga att leda arbetslaget. Med utgångspunkt i min berättelse har jag undersökt hur olika ledarskap kan se ut hos en förskollärare och hos en förskolechef, samt kritiskt reflektera över min egen roll och mina erfarenheter.
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Miller, Leah Fowlkes. „The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.
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In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT experienced before, during, and after the implementation of the play-based consultation intervention. Thematic analysis of the pre-intervention interviews, observation journals, reflexive journal, and post-intervention interviews revealed two clusters and seven distinct themes. The first cluster described the learning experiences of teachers while implementing CTRT with four identified themes: (a) changes in their views about children; (b) changes in their views about their personal abilities and performance; (c) a deeper understanding of theory (Reggio Emilia and CTRT); and (d) teacher skill development. The second cluster concerned the impact of CTRT before, during, and after the implementation of CTRT with three identified themes: (a) relationships; (b) support systems; and (c) the transfer of CTRT skills outside the classroom. The emerging themes indicated that the participants found CTRT to be a useful intervention for skill development to address challenging behaviors in young children, increased the teachers' abilities to manage classrooms, and professional and personal growth.
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Aljabreen, Haifa. „A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.
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Sisson, Jamie Huff. „Professional Identities: A Narrative Inquiry of Public Preschool Teachers“. Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1297272209.
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Wagner, Jo Ann. „High School Principals' Roles in Teacher Professional Development“. Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.
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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state.
Using the professional development standards developed by the National Staff Development Council (NSDC) (2001) to frame this study, a non-experimental descriptive research design was employed. Specifically, data collection methods included focus group interviews and document analysis. Three focus group interviews were conducted, each lasting approximately 90 minutes. Data sources were the transcripts from the focus group interviews with principals and information from each principal's school improvement plan. Data from both the transcripts and document review were sorted and categorized using the long-table approach (Krueger & Casey, 2000). Data were organized into the NSDC domains of context, process, and content.
The findings indicated that principals assumed the responsibility for providing professional development at their school and reported that as part of that responsibility they performed the following eight roles: (a) connected the professional development to school and/or division goals, (b) allowed teachers to play a part in their professional development, (c) provided the resources of funding and time for professional development, (d) provided support and encouragement for implementation of the professional development, (e) held a variety of professional development activities at their school, (f) collected student achievement data to determine the professional development needs, (g) determined the effectiveness of the professional development in classrooms, and (h) allowed teachers to choose the professional development activity to attend. The two roles, supported in the literature, which only a few principals discussed were: implementing PLCs and providing on-going, continuous professional development with follow-up. One area of concern reported by the principals was the reality that all teachers do not implement the professional development in their classrooms.
Five major conclusions were drawn from the findings in this study. Principals value teacher professional development as a mechanism to change teachers' instructional practices and accept the responsibility for implementing professional development at their schools. The majority of the professional development activities reported by the principals were generic type professional development activities that related to all teachers. However, principals do not expect that all teachers will implement the innovations in their classrooms. PLCs, in which teachers are working collaboratively to improve student achievement, are not being implemented in all reporting participants' high schools. Time is an important factor in determining the implementation of the professional development in the classroom.Ed. D.
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Lange, Alissa A. „Effects of a Preschool STEM Professional Learning Project for Teachers“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5838.
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Dancer, Joanna M. „Redefining professional roles in healthcare : the business of dentistry“. Thesis, University of Liverpool, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539487.
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Long, Kelli A. „CONCEPTUALIZING CITIZEN JOURNALISM: DEFINITIONS AND ROLES“. UKnowledge, 2014. http://uknowledge.uky.edu/cld_etds/13.
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Through in-depth interviews with 12 regular contributors to the Lexington-Herald Leader’s website, www.Kentucky.com, this study attempts to examine how online citizen journalists view the definitions of citizen and professional journalism, as compared to Singer’s three dimensions of professionalism (i.e., cognitive, normative, and evaluative dimensions) as well as their perceived role conceptions of professional and citizen journalists, using Weaver and Wilhoit’s four roles of journalists. Analyses reveal that the main difference in the definitions of the two types of journalists revolved around the cognitive dimension, specifically the education and training that professionals receive. The role conceptions of professional and citizen journalists were similar, with the both groups being described as serving the interpretive/investigative and disseminator roles. The roles of citizen journalists also included the adversarial and populist mobilizer roles.
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Cenesiz, Gaye Zeynep. „The Professional And Social Roles Of Clinical Psychologists In Turkey“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609096/index.pdf.
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The purpose of this thesis is to examine how the professional and social roles of clinical psychologists are described in Turkey, how clinical psychologists evaluate these roles, and which factors are affecting the role definitions. It was hypothesized that there would be differences between the role definitions of the public, the role definitions of the other professions working with psychologists and the role definitions of psychologists themselves. Also, it was expected that the public would not differentiate the professions &lsquopsychologist&rsquo
, &lsquo
clinical psychologist&rsquo
, and &lsquo
psychiatrist&rsquo
. Participants were 27 professions working with psychologists, 27 psychologists, and 105 citizens from Ankara, istanbul, Mugla, and Aydin. The data were gathered by administering 3 versions of Perceptions about Psychologists Questionnaires developed by the writer. Content Analyses were done to examine the data. The results indicated that although public had a general idea about the role definitions of clinical psychologists, it was also unable to differentiate the three relate professions. The results also summarized how clinical psychologists were understood in Turkey, and showed the factors related to the comprehension process. The findings, and their implications with suggestions for future research and practice, were discussed in the light of relevant literature.
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Gande, Tapiwa. „Professional accountants' perceptions of servant-leadership : contexts, roles and cultures“. Thesis, University of Derby, 2014. http://hdl.handle.net/10545/322909.
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The study takes servant-leadership and attempts to find if there is an equivalent concept in management. Leadership and management have been extensively compared and contrasted in research and theory and while there are divergent views of exactly what each entails, others hold the view that they might be equal and complementary. The research design follows a positivist philosophy. An instrument that measures distinct leader, manager and professional role preferences is used to check the discrete operation of three contexts among a sample of members of the accountancy profession. The instrument is derived from contextualising pre-developed and pre-tested servant-leadership measuring instruments. Items from the role preference map instrument are added together with demographic details to come up with a meta-instrument adapted for the study. After validating it through pilot-testing, the instrument is applied in real-world research. The research was conducted among a sample of professional accountants working in 28 countries across four continents in organisations with over 82,000 employees. Statistical analysis, employing; analysis of variance, correlations, frequencies, significances, means, variances and tests of scale reliability was performed on both the data and the instruments. The research found clear and reliable servant-leadership-type behaviours exhibited across the three discreet roles and contexts of leader, manager and professional. Some professional accountancy courses are delivered across many countries in the world. The Association of Chartered Certified Accountants (ACCA) is one such professional accountancy body that offers qualifications on a global scale. However, as accountants originate from, and practice in diverse cultures and economies around the world they are trained by institutes like ACCA from a common syllabus that has elements of management as a subject. Servant-leadership is a type of leadership that is theorised to be humanistic and spiritual rather than rational and mechanistic. Management practice on the other hand needs rationality and contains some mechanistic elements in typical management functions like coordinating and controlling. The implication is whether servant-leadership attributes can be exhibited if professional accountants contextualise themselves as leaders, managers or professionals. The study focuses on the profession of accountants and tests the operation of servant-leadership behaviours from the manager, leader and professional contexts using pre-tested servant-leadership scales and applying them in specific leader and manager contexts. This approach is new in its treatment of servant-leadership in this fashion. A further original approach is the use of the accountancy profession. This treatment of instruments from other fields like psychology and sociology is new.
19
Gruenhagen, Lisa Marie. „Investigating professional development : early childhood music teacher learning in a community of practice /“. Digitized version, 2007. http://hdl.handle.net/1802/5630.
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20
Brenneman, Kimberly, Alissa A. Lange und Irena Nayfeld. „Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3906.
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High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a professional development model was designed to empower preschool educators to provide rich, high-quality STEM learning experiences, with particular emphasis on working in schools serving children from culturally and linguistically diverse backgrounds. This model was created based on best practices in adult learning and teacher professional development, on developmentally appropriate STEM concepts and teaching interactions, and in collaboration with educators to design professional supports that were responsive to their needs. We worked in under-resourced communities in a North East state in the United States to design a model that is culturally appropriate, and that is flexible enough to be implemented within any curricula and with a variety of materials. In this article, we outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children. Finally, the article presents feedback from educators who participated in the design and implementation of the model, as well as discussion of how our process can inform other teacher educators and those interested in promoting early STEM in diverse preschool settings.
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Lange, Alissa A., und Kimberly Brenneman. „Effects of a STEM Preschool Professional Development Model on Teachers, Coaches, and Children“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4194.
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Preschool STEM is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs. The objectives of the SciMath-DLL professional development (PD) model are to increase preschool teacher knowledge and improve classroom instruction around science, technology, engineering, and mathematics (STEM), improve educators’ attitudes toward teaching STEM, enhance classroom supports for dual language learners (DLLs), and improve coaching. This paper reports on the effects of participation in SciMath-DLL workshops, individualized reflective coaching cycles (RCCs), and professional learning communities (PLCs) on educators and children in a qualitative design and development study. Future work will test effects experimentally.
22
Nayfeld, Irena, Alissa A. Lange und Hagit Mano. „Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4186.
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Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll Instrument for Teacher Learning (SMILE) assessment tool was developed to measure teacher’s knowledge. Items relevant to each workshop assess the following: (1) content knowledge; (2) understanding of the developmental learning trajectory of the concept covered; and (3) application of the content and developmental trajectory to classroom practice (pedagogical content knowledge: PCK). Further information about the intervention and the SMILE assessment, as well as implications and future directions, will be discussed.
23
El-Moslimany, Hebbah, Alissa A. Lange und Kimberly Brenneman. „Designing a STEM Professional Development Program for Preschool Teachers, with Supports for DLLs“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4192.
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SciMath-DLL is a preschool professional development (PD) model including STEM instructional offerings that aims to improve the quality of instruction for all children, including dual language learners (DLLs). The purpose of the PD model is to create practical and authentic STEM and DLL supports for early childhood educators, who are generally not well prepared to support STEM learning or to teach DLLs. The present study examines the iterative development process of our professional development model, in particular, what we learned during implementation, and changes we made to address what we learned across our studies.
24
Damjanovic, Victoria Jacqueline. „A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool“. Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5468.
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The purpose of this multi-case study was to describe and explain teacher learning within school contexts by exploring the nature of teachers' experiences in learning communities. This study explored the ways in which teachers participated in professional development sessions using the project approach as a framework for facilitating and engaging in professional learning communities by answering: What is the nature of teachers' experiences in inquiry-based professional learning communities? In what ways and under what conditions does documentation play a role in teacher learning? For data collection I used semi-structured interviews, audio recordings of professional development sessions, teacher documentation, teacher daily sheets, and my researcher journal. I applied a constructivist approach using a social lens for the data analysis to make sense of teachers' learning experiences (Vygotsky, 1935; Rogoff, 1995). The findings indicated that group dynamics play a pivotal role in how teachers' experience professional learning communities. Teacher's struggled to foster inquiry into their own practice. The findings also indicate documenting children's learning is essential in developing a deeper understanding of children. Despite the positive role of documentation within the professional learning community, teacher's needed favorable conditions to continue using documentation for teacher learning.
25
Lange, Alissa A. „Exploring a Preschool STEM Professional Development Approach in the Context of the Garden“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4686.
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26
Lenzo, Terri Brown. „Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists“. Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416315624.
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27
Couzy, Margaux. „Conflicting Roles: Balancing Family and Professional Life - A Challenge for Working Women“. Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19019.
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Purpose: This study aims to explore how women’s roles at work and home interact with each other and focuses specifically on role conflicts which may arise. Research questions: Primary question: When and why do role conflicts occur in women’s lives? Secondary questions: (1) What is a role? (2) How do roles affect women’s lives? (3) How do women cope/deal with role conflict? Methodology: Qualitative research and interpretive approach Findings: Theoretical and empirical findings state that role conflicts occur when traditional values, lack of time and unbalanced involvement interfere with how women fulfil their different roles. Moreover, this study analyses the ways that women might have to deal with such conflict by comparing
28
Kane, Kevin Lee. „University academic professional staff augmenting traditional faculty teaching, advising, and research roles /“. [Ames, Iowa : Iowa State University], 2007.
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29
Calixto, José António. „The educational roles of public libraries in Portugal : political and professional perceptions“. Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14613/.
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This study examines the educational roles of public libraries in Portugal, as perceived by elected members and public librarians. The research was undertaken in 15 local authorities throughout the country, selected by purposeful sampling from the responses to a preliminary questionnaire. The methodology used a grounded theory approach and the core data were obtained via semi-structured interviews with 53 respondents. The data suggest that the respondents view public libraries as having well established roles in the fields of literacy, reading promotion and up to some extent, lifelong learning. Diverse sectors of the community are considered as beneficiaries of the library support to learning, including children and young people, higher education students, teachers and adult learners. The public library also helps vulnerable people overcome geographical, economic and age barriers to education. The evidence obtained by this study suggests that these roles are more relevant in a country such as Portugal that has generally low levels of literacy and poor socioeconomic indicators. The views of the respondents acknowledge this relevance, but differences of opinion emerge from the data suggesting some partial and limited opinions on the educational roles, especially the support for lifelong learning. This study suggests that several factors may influence the perceptions of the respondents. These factors include the socio-economic and educational context in which public libraries operate and a poor public perception of library roles, caused by the relative newness of public libraries in Portugal. Individual and local factors, such as the education and professional experience of the respondents and the size of the local authorities may also influence perceptions. The managerial and legal context is characterised by lack of legislation on public libraries and a traditionalist and bureaucratic organisational culture. The absence of an underlying philosophy on the roles of libraries in education is very apparent in the lack of research and publications in this field. A number of recommendations are put forward: legislation on public libraries, including on their educational roles, the publication of standards and guidelines, the increase of resources, especially staff and finance. Further research on the educational roles of public libraries is also recommended.
30
Marshall, Esther. „Identity, Power, and Conflict in Preschool Teaching Teams“. BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6714.
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Despite the common occurrence of teaming in preschool classrooms, very little research has explored the experiences of teachers working in such a context. Due to a high turnover of preschool teachers and a recent change in the educational requirements of lead teachers in Head Start, it is anticipated that the number of young and inexperienced lead teachers is likely to increase. The purpose of this case study research is to illuminate the teaming relationships between young, recently qualified lead teachers and their assistants working together within one classroom. Over the course of a school year, interviews and observations were conducted of two Head Start teaching teams. Five major themes were revealed through data analysis: understanding of roles; organization of work; use and resistance of power; development and management of conflict; and support from within and outside the team. Analysis across the findings of both cases showed that identity and power played a central role in team functioning. The teachers' identities, perceived threats to their identities, and their understanding of the power differential played a significant role in the way the teams organized their work, the way the teachers viewed their roles within the team, and the conflict and support they experienced. Conclusions of the study are discussed through the lens of identity process theory and elements of Bourdieu's theory of power and practice. Implications for teacher professional development and the need for increased institutional support for teaming in preschool is presented.
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Schayot, Libby Ann. „School Counselors' Perceptions of Their Academic Preparation in their Roles as Professional School Counselors“. ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/882.
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The focus of this study was perceptions of professional school counselors' (PSC) graduate preparation in their roles as school counselors. The relationships examined were PSCs' roles and the number of hours completed in the school counselors' graduate programs, PSCs' roles and the level of their professional identity, and PSCs' roles and the number of school counseling specialty courses completed in their school counseling graduate programs. The American School Counselor Association (ASCA, 2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2001) have established standards for school counselors to master in their programs. These standards were used to develop the 30 roles identified in this study. Graduate programs referred to the number of hours PSCs completed in their graduate school counseling programs. Professional identity was defined as the certifications and licensures, the memberships in professional organizations, and the number of professional conferences and workshops PSCs attend. Specialty courses included school counseling courses taken by PSCs in their school counseling graduate programs. PSCs perceived themselves to be somewhat prepared in their overall preparation in their roles as school counselors. Results of the correlations between PSCs' perceptions of their preparation in their roles and the number of hours completed in the school counseling graduate programs, the professional identity of PSCs, and the number of specialty coursed completed were statistically significant but not practically significant. PSCs perceived themselves to need additional preparation in serving students with learning differences, seeking funding sources, and using technology. The factor analysis supported the construct validity of the survey instrument. It validated the roles of PSCs as outlined by ASCA standards (2005) and CACREP standards (2001). The factors included (a) Factor 1, Tasks/Advocacy/Professional Identity, (b) Factor II, Personal/Social/Career, (c) Factor III, Academics, and (d) Factor IV, Cultural/Legal/Ethical Issues. In conclusion, PSCs need additional training in student learning differences, seeking funding sources for school counseling programs, and on-going training in technology. PSCs want the term "educator" to be included in their description of their professional identity. PSCs also want additional specialty courses added to their curricula. They believe that the focus should be on the specialty of school counseling rather than a mental health focus.
32
Lange, Alissa A., Kwanghee Jung, Irena Nayfeld, Hebbah El-Moslimany, Hagit Mano und Alexandra Figueras-Daniel. „Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4188.
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Preschool science, technology, engineering, and math (STEM) is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs, and attitudes and beliefs may play a role in teachers feeling challenged to provide high quality STEM teaching. The objectives of the SciMath-DLL professional development (PD) model are to improve attitudes and change beliefs of educators, increase preschool teachers’ knowledge, and improve classroom instruction around STEM and supports for dual language learners (DLLs). This paper provides preliminary results from a randomized trial of participation in the SciMath-DLL PD on preschool educators’ attitudes and beliefs.
33
Soto, Jill Marie. „Effect of Vignette-Based Demonstration on Preschool Teachers' Awareness of Intentional Teaching“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5129.
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Early childhood programs enhance children's knowledge and skills when teachers intentionally engage with children during free play. Preschool teachers' ability to notice and capitalize on teachable moments has been questioned in the literature. The purpose of this mixed-methods study was to examine the efficacy of professional development designed to increase teachers' awareness of teachable moments in their informal interactions with young children during independent play, and teachers' intentionality in responding to those opportunities. The study was grounded in Vygotsky's principles of socially constructed learning, including teachers adjusting their intentional interactions to accommodate the thinking of learners. Qualitative data were collected using reflective journals kept before and after the vignette-based professional development sessions and focus group responses by 11 preschool teachers in the Southwestern United States. Chi square analysis of qualitative findings revealed significant positive change in teacher intentionality for the themes of daily schedule, awareness, and scaffolding. Vignette-based professional development coupled with reflective journaling appears to be an effective method to increase teacher awareness of intentional teaching, which may positively influence the education of preschool children.
34
Knobl, Stephen J. Jr. „Perceptions of the Roles, Professional Development, Challenges, and Frustrations of High School Principals“. Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3649.
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The purpose of this study was to investigate the current perceptions of high school
principals regarding their perceived roles, professional development experiences that
impacted their careers, and the challenges and frustrations they face when enacting their
roles as high school leaders.
This qualitative study investigated perceptions of high school principals and
addressed three research questions: (1) What are the perceptions of high school principals
regarding their role as school leaders? (2) What professional development experiences do
high school principals report are most important in impacting their careers? (3) What do
high school principals perceive are their greatest challenges and frustrations?
Three in-depth qualitative interviews were conducted with each of eight high
school principals. The results were based on analysis by the researcher and the two
expert panels. The high school principals perceived that they had a tremendous number
of roles and responsibilities within their positions.
The roles and responsibilities that were identified with the greatest importance
were: providing a safe learning environment, ensuring quality teachers and quality
instruction, high accountability expectations for all and mandates, and leadership within
the school and system. Professional development opportunities and personalized support
systems were perceived to be vital to the success of the high school principal.
Principals in the study reported that both formal and informal professional
development experiences were beneficial for their improvement as school leaders. The
principals perceived that when they created relationships with mentors and established
strong networks, they improved the likelihood of sustained support and success.
High school principals perceived the greatest challenges were management of
time, balancing leadership and management of the school, and navigating the legislative
mandates and accountability requirements.
High school principals perceived the greatest frustrations were issues related to
time and legislative mandates dictated to them by the local, state, and federal systems.
They faced constant pressures that could be directly tied to student achievement and
accountability measures. High school principals need to be prepared to assume various
roles. Further research may determine if roles and challenges identified by the eight
participants mirror other states’ results.
35
Hitchens, Frances L. „Teachers' professional development across the lifespan: Shifting realities and roles“. 2004. https://scholarworks.umass.edu/dissertations/AAI3152706.
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These collective case studies highlight the experiences of the preservice teachers, mentor teachers, university facilitators and other participants in three teacher training programs. The meaning that the participants make of their professional development in teaching, alongside the ways in which they describe their experiences as developing professionals, provides the framework for an exploration of what contributions professional development makes to the capacity of teachers and schools to reform. In essence this dissertation is a window into how all the participants who are currently working in a reform active environment are affected, in their practice, in their professional growth, and in their commitment to the profession. Key themes that were extracted from the data include the impact of working in a culture of collegiality; the importance of connectedness between schools and universities, practice and theory; the validity and value of practioners' voices and views on educational renewal and change; and the importance of building understandings of teaching as a learning profession. Prompted by the current standards based reforms and high stakes assessments being implemented in schools and teacher training programs across the country, this dissertation seeks to highlight the importance of teacher agency and ownership across the professional lifespan. It asserts that teachers who assume an inquiry stance (Cochran-Smith & Lytle, 1993, 1998, 1999, 2000, 2001) will be best able to meet the current demands of students in classrooms, schools as learning communities and teacher training as preparation for lifelong learning. The data suggests that if the rhetoric of reform that pushes for changes in standards and assessments, new modes of school organization and decision making, and revised curriculum are to become a reality, teachers' professional development across the lifespan from preservice training to lifelong learning needs to become a central focus in the process and implementation of educational change.
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Hsiao, Yu-Ching, und 蕭宇晴. „A Study on Public Preschool Educators’ Perceptions of Educare Givers’ Professional Roles“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/35646411114016215983.
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碩士國立新竹教育大學
幼兒教育學系碩士班
103
The purposes of this study were to explore the current situations of perception of educare givers’ professional roles for public preschool educators and to analyze the differences based on different background variables. The methods of the research included literature analysis and questionnaire survey. A self-designed “ Educare givers' professional role perception questionnaire” was used to investigate and study for the public preschool educators in Taoyuan County, Hsinchu County, Hsinchu City and Miaoli County. A total of 367 valid questionnaires were collected, the total usable rate is 65.1%. The data obtained was analyzed by SPSS18.0, including descriptive statistics, independent sample t-test and one-way ANOVA. The conclusions of this study were as follows: 1. The current perceptions of educare givers’ professional role for public preschool educators generally reached above high level, in which “professional autonomy” and “professional growth” dimensions had lower performance. 2. The perceptions of educare givers’ professional role for public preschool educators were significantly different by current position, seniority, preschool teacher’s certificate and location. Finally, the recommendation conducted from the conclusion of this study are offered to be the references for the educational administration authorities, preschool educators and relative future studies.
37
GU, MEI-YI, und 古美怡. „The Study of Preschool Eeducators’ Perception of Professional Role and Their Current Professional Growth“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2atkd2.
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碩士中臺科技大學
文教事業經營研究所
105
The purpose of this study was to explore the status quo and the relationship between the preschool educators' perception of the professional role and their professional growth in preschool child classes. This study adopted the Questionnaire Survey Method, and used the researcher's self-made “Questionnaire of the Preschool Educators’ Perception of Professional Role and Professional Growth" as the research tool. This study took all Taiwan’s preschool educators in the preschool child classes as the research sujects. A total of 1043 questionnaires were sent by random sampling, 783 valid questionnaires, and the effective questionnaire recovery rate was 75.71%. After the questionnaires were collected, this study used the statistical software SPSS to calculate the average, standard deviation, one-way ANOVA, Pearson's product–moment correlation coefficient (PPMCC) and multiple regression for data processing and analysis, and then obtained the following conclusions: 1. the status quo of the preschool educators’ perception of professional role was good, and among all the diemsions, the "Professional Development" was the better one. 2. the status quo of the preschool educators’ professional growth was good, and among all the diemsions, the "Professional Competence of Teaching" was the best one. 3. there were significant differences in the general or dimensional perceptions of the professional roles of the preschool educators in different ages, educational backgrounds, service years, current positions, and different school locations. 4. there were significant differences in the general or dimensional professional growths of the preschool educators in different ages, educational backgrounds, current positions, and different school locations. 5. there was a significantly low correlation between the preschool educators’ perception of professional role and their professional growth, and among all the diemsions, the "Professional Autonomy" in the perceptions of professional role was higher correlated to the general professional growth. 6. the preschool educators’ perception of professional role could effectively predict their professional growth, and the "Professional Autonomy" made the best prediction of professional growth. Finally, according to the conclusions, this study made some suggestions for the educational administrators, preschool educators, and the follow-up researchers.
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Li-Chia-Chen und 李佳貞. „Parents’ Expectations of Preschool Teachers’ Professional Competency, and Their Role Expectations and Role Performance in Chunghwa County“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/62183436367884118196.
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碩士國立臺中教育大學
幼兒教育學系碩士班
99
Parents’ Expectations of Preschool Teachers’ Professional Competency, and Their Role Expectations and Role Performance in Chunghwa County Abstract The purpose of this study was to investigate parents’ recognition of preschool teachers’ professional competency as well as to find out the relationship between role expectations and role performance of preschool teachers in Chunghwa County. Literature analysis and questionnaire survey were applied in the study to research into parents’ recognition of preschool teachers’ professional competency, role expectations and role performance. Some evidences were obtained and suggestions were made. In this study, 960 questionnaires were distributed to 87 kindergartens in Changhua County according to stratified random sampling, and 794 of the 817 returned questionnaires were valid and used in the analysis. The data were analyzed and some findings were found as follows. 1、Preschool teachers’ professional competency was highly recognized by the parents in Chunghwa County. 2、Most of the parents in Chunghwa County hold positive attitudes towards preschool teachers’ professional competency. Only in certain aspects, a few parents hold different attitudes significantly due to differences of personal background variables. 3、Parents have high expectations for preschool teachers in Chunghwa County. 4、In certain aspects, due to different personal background or different kindergarten variables, parents reveal different expectations for preschool teachers in Chunghwa County. 5、Parents hold positive attitudes towards teachers’ role performance. 6、In certain aspects, due to different personal background or different kindergarten variables, parents hold different attitudes towards preschool teachers’ role performance in Chunghwa County. 7、A significant positive correlation was observed between parents’ recognition of preschool teachers’ professional competency and parents’ role expectations for teachers in Chunghwa County. 8、The parents’ role expectations for teachers were also positively correlated with teachers’ role performance in Chunghwa County. Based on the above findings of this study, the researcher provided some suggestions for reference to education administrators, preschool teachers and further researches. Key words: professional competency, role, role expectations, role performance
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CHU, LEE SHIU, und 李秀珠. „Teachers’ Perceptions of Their Role and Professional Supports for Preschool Inclusive Education in Kaohsiung City, Taiwan“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/79344888114654858565.
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碩士國立臺北教育大學
特殊教育學系碩士班
94
Teachers’ Perceptions of Their Role and Professional Supports for Preschool Inclusive Education in Kaohsiung City, Taiwan ABSTRACT This study investigated the preschool teachers’ role perceptions and professional supports concerning inclusive education of children with disabilities. Fifty-six (56) special and regular preschool teachers participated in this study. A questionnaire consisting of 58 items was designed for this study. The data was analyzed by using frequency percentage and the test of homogeneity proportions. The results of this study are as follows: 1. Both of regular and special education teachers reported that their same role perceptions about inclusive education were self-care skills teaching, classroom management, the physical environment arranging, curriculum adapting, conduct children’s behavior problems, collaborate with school administrators, communicate with parents, join students’ identification and placement meeting. Whereas the different role perceptions included handicapped children’s behavior observation, one by one teaching, teaching assessment, related consultations and the Individualized Education Program plan. 2. In the teachers’ professional development, both regular and special education teachers pointed out the teaching strategies and behavior problems’ intervention for all handicapped children were the priority needs. 3. In the administrators’ support field, the teachers reported that they need the barrier-free environment, a great deal of publicity for inclusive education and a lot of teaching materials support. 4. In the social support field, the teachers presented that they need consultation by the professional team as well as parent education supported by the parents’ groups. 5. In the related services field, the teachers said that they need psychologist to provide consultation and school nurse to provide health care services for the exceptional children. Key words: preschool inclusive education, role perception, professional support
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CHIN-YUN, HSU, und 徐錦雲. „An Excellent Preschool Teacher's Professional Reflection“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21078695722716764610.
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碩士國立新竹教育大學
幼兒教育學系碩士班
104
The purpose of this research is to explore the professional reflections of an excellent preschool teacher. The major research questions are: 1. What is the content of professional reflections of an excellent preschool teacher? 2. What is the professional reflection hierarchy of an excellent preschool teacher? 3. What are the effects of the professional reflections on an excellent preschool teacher? This study was conducted as a qualitative research and the data collection methods include interviewing, document collection and observation. The main findings are as follows: 1. The professional reflection content of an excellent preschool teacher mainly falls into four categories: young children, curriculum and instruction, learning centers and teaching supervision. 2. The professional reflection hierarchy of an excellent preschool teacher includes three levels: technical reflectivity, interpretive reflectivity and critical reflectivity. 3. The effects of the professional reflections on an excellent preschool teacher include: Enhancing professional reflective thinking, respecting multiple values and standards, and development and improvement of the learning centers. Based on the above research findings, this study proposes seven conclusions and suggestions for preschool teachers, teaching supervisors for the kindergarten class, teacher education institutions and future studies.
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Liu, Yi-Yi, und 劉乙儀. „The Relationship Between the Preschool Teacher Leadership and Preschool Teachers’ Professional Development“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99217852165740928869.
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碩士朝陽科技大學
幼兒保育系碩士班
101
The purpose of this study was to investigate the relationship between the preschool teacher leadership and preschool teacher’s professional development. It was an empirical research base on examines the preschool teacher leadership and preschool teacher’s professional development. The Questionnaire Survey was used in this study to explore the current states, relationships and anticipations of the preschool teacher leadership and preschool teacher’s professional development. The questionnaire of the preschool teacher leadership and preschool teacher’s professional development was used in this study. The data collections toward exploratory factor analysis find out five factors: the leader of new teacher, the experience participator of administration, the leader of the course teaching, the convener of the professional group and an assistant of parent education in the leadership of preschool teacher. Besides, the parts of preschool teacher’s professional development point out four knowledge factors: the early childhood and education, the administration, the classroom management and the explorative integration. 231 preschool teachers in the central of Taiwan were the participants. Data analysis was conducted by using descriptive statistic, t-test, one-way ANOVA, Pearson correlation analysis and multiple regression analysis. The results found out: 1.The mean value of an assistant of parent education in the leadership was much higher in the preschool teacher leadership; the mean value of the early childhood and education was high in preschool teacher’s professional development. 2.There was a significant difference on the effect of the preschool teacher leadership on ages, seniority, the educational background, the post of teacher and the location. However, there was no significant difference on preschool teacher''s certificate and a scale of preschool. 3.There was a significant difference on effect of the different posts of teacher and the preschool teacher''s certificate on the preschool teacher’s professional development; afterwards, there was a significant difference on the effect of preschool teacher on ages, seniority, the educational background, the scale of preschool and the location. 4.There was a positive correlation between the preschool teacher leadership and the preschool teacher’s professional development. 5.There was a anticipation on the preschool teacher leadership and the preschool teacher’s professional development. Consequently, according to the suggestions of the result, it offers a consultation for the administrations, the directors and teachers, and the future study.
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Yang, Yu-Hsien, und 楊于嫻. „The Professional Development of a Preschool Teacher“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/vstwby.
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碩士國立臺北教育大學
幼兒與家庭教育學系碩士在職專班
107
The research purpose is to review personal skill develop and transformation through self -professional development practices. There are three main subjects in this research: 1. Discover the personal professional development process by curriculum praxis. 2. Discover personal transformation during the professional development process. 3. Discover the factors that affect personal development and practice during the professional development process. The research had cross three academic years (since 08.2016 to 03.2019), during these three academic years, the researcher had been in two different classes with other two different collaboration teachers. The three findings of this research are: 1. Professional development on curriculum practice including build a group discussion culture, develop a local curriculum and take care of the balance between each field. 2. Transformations including roles of teacher, learning index application, steps of learning practice, thoughts of change learning and curriculum materials; 3. The factors that affect personal development and practice : (1) External force: Microsystem-(co-teachers);Exosystem-(guidance program,on-the-job training,playgroups);Macrosystem-(education policy,course outline) (2)Internal strength: Microsystem-(himself/herself)
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Tsai, Chun-Fang, und 蔡淳方. „The Professional Growth of a Preschool Educator“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/69780553643845265110.
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44
Huang, Yu-Pei, und 黃玉配. „Guidance for Developmentally Appropriate Practice in Preschool and the Professional Growth Among Preschool“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67245599011600244688.
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碩士朝陽科技大學
幼兒保育系
104
This study was designed to investigate the kindergarten teacher involved in the Ministry of Education National Education Department plans to apply adaptive tutoring, the kindergarten teacher growth and change in the course of activities relating to this study with the following objectives: 1.Understand the course of counseling, Ministry of Education to participate in the kindergarten State Education Department to promote kindergarten suitability of counseling program. 2.Find out how to customize the kindergarten teacher through learning activities, development of young children the main course of study. 3.Find out after the kindergarten involved in counseling program, the kindergarten teacher in the professional autonomy to long change the situation. This study adopted case study method and backtracking way to record the entire theme counseling activity course of history. The whole process of documentation had 10 counseling experience reporting, teaching documentary, reviewing the record of the meeting, the results of the sharing of information and then record interviews, etc. accompanied by data triangulation check verification and analysis of nuclear induction, proposed conclusions are as follows: 1.The kindergarten teacher patterns from passive to active patterns, proactive planning and proactive planning activities relating to children's learning assessment. 2.A specific, systematic and complete self-design lesson plans, reading and writing from the traditional operator course, not restrict the printing of textbooks. 3.The kindergarten teacher understands the functional area of study, the area of learning, enhance learning area planning. 4.To record the reaction of children’s study during the Topic Activity Course, and find that children operate by their own hands can enhance their show of autonomy in the course. 5.The children through curriculum theme activities identify problems and problem-solving ability to learn, the courage to express them and show confidence. 6.The establishment of a learning organization, the use of peer strength, enhances self-confidence the kindergarten teacher and professional attitude, the kindergarten teacher enhance professional growth. Finally, based on the above findings, the entire counseling process, the mentality of curriculum planning and classroom management and teaching staff professional growth of the security services, will experience bit by bit raised supply kindergarten, the kindergarten teacher, engaged in the field of early childhood education partners in the future Reference.
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Jhuang, Guei-Lin, und 莊桂林. „The Study of Preschool Teachers Professional Development Evaluation“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/50466991049803947783.
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碩士南華大學
幼兒教育學系
104
The study aimed at using the professional development evaluation of preschool teacher to explore the significant differences in background variables of teachers from four areas in the southern region (Chiayi, Tainan, Kaohsiung, Pingtung), and it also attempted to determine the relevance and degree of adaptation of the indicators of the professional development evaluation of preschool teachers. In this study, "Survey of Preschool Teachers' Professional Development Evaluation Questionnaire", which was developed by the researcher himself, is used. The total number of 703 questionnaires was distributed and 578 valid questionnaires were collected. By SPSS statistical software, reliability analysis, t test, and one way ANOVA were conducted; furthermore, LISREL model is used for confirmatory factor analysis to infer degree of adaptation of the index of the preschool teachers' professional development evaluation. Using Scheffé Method, the followings were found: in comparison portion of each dimension of the region, "Pingtung" is significantly higher than other regions; at the level of teachers' personal beliefs, teachers with "5 years (inclusive)" working experience are significantly higher than teachers with other seniority; in the course of professional knowledge and ability, teachers with "21-year (or more)" working experience are significantly higher than teachers with "5 years (inclusive)" working experience; in professional teaching knowledge and interpersonal interaction levels, teachers with "11-15 years" and "16-20 years" working experience are significantly higher than teachers with "5 years (inclusive)" working experience. The researchers found that, only the location of the preschool and working experience as background variables has significant differences, and no other background variables have significant differences; one can also found that, in the study of early childhood education field, male workers are still relatively low in numbers.
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LIAO, JU-MEI, und 廖如美. „Guidance for Developmentally Appropriate Practice in Preschool and the Professional growth Among Preschool Educators“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/45405535867341979385.
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碩士國立臺中教育大學
幼兒教育學系碩士在職專班
104
This case study mainly examined the curriculum reform of a public kindergarten, as well as analyzed the professional development of the preschool educators of the kindergarten, which had been engaged in the Guidance Program of Developmentally Appropriate Curriculum, mandated by the Ministry of Education in Taiwan. The retrospective data mainly included consulting reports, coauthored by the consultant professor and the preschool educators, supplemented with interview transcripts, counseling feedback, teaching journals, conference notes, and relevant documents. These date had been examined through methodological triangulation and analyzed in qualitative methods. Several factors contributed to the success of the curriculum reform, including effective consulting strategies, such as setting up a clear goal to guide preschool educators to achieve, and helping the educators arrive in the consensus for the reform. Speaking of the professional growth of preschool educator, there are two ways of progress, “self-growth” and “group interaction”. The preschool educators after going through a year preschool guidance program, have improved in their curriculum planning and designing, teaching ability and skills, classroom management, and professional spirit and attitude. The suggestion made by this research may become reference for preschool, preschool educator, administration of preschool guidance program, and for future researchers.
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Huang, Chien-Yu, und 黃芊語. „The Professional Development Process of Preschool Educators-A Case Study of Two Preschool Educators“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/j88w38.
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碩士國立臺中教育大學
幼兒教育學系碩士在職專班
105
This study focused on the professional development process of two preschool educators, through examination of their experiences and pursuit of professional development. The study also explores difficulties encountered, adaptive strategies, and influential factors that attribute to remarkable performance during their professional development process.This study utilized the qualitative research method, with interviews serving as the main research tool, while using teaching observation, video recordings, document files, and research observation as methods for data collection. The data was then analyzed using the triangulation method.The results of the study showed that whether serving in public or private preschools, both educators always hold strong to their passion for preschool education and dedication to the children. Their enthusiasm for preschool education allowed for enjoyment in their profession, where the main contributing factors stem from personality traits such as positivity, appreciation, gratefulness, diligence, and a willingness to contribute to society. Both educators constantly pursued self-growth with the goal of becoming better educators. Along the way, support and assistance from family and friends served as a powerful backing during their professional development. Through the findings of this study and the experiences of the two educators, the researcher reflected on their own personal experiences as a preschool educator to determine what areas may be improved moving forward. The findings of this study can serve as recommendations or suggestions for preschool educators and future preschool educators or future research.
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Chen, Yi-Ju, und 陳怡如. „A Study of Professional Beliefs in Senior Preschool Teachers“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/26461226504158056894.
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碩士朝陽科技大學
幼兒保育系碩士班
98
The aim of this study stipulates senior preschool teachers’ professional beliefs and the process of belief formulation. This paper is to present both importance and value of senior preschool teachers and to provide a positive career plan and prospective vision to junior preschool teachers. Qualitative research method was used to conduct literature review, in-depth interview and document collection to four senior preschool teachers through encoding method analysis. The researcher then scrutinizes the data by content analysis. This study reveals that first, senior preschool teachers indeed go through professional growth stage from survival, consolidation, renewal to maturity during their career. Second, senior preschool teachers display significant accomplishments in professional knowledge, professional empowerment, professional identity, professional growth, professional service and professional ethics. Third, senior preschool teachers change their professional beliefs with similarities such as teaching method transformation, school education to transform professional beliefs and event or people influenced transformation. Fourth, senior preschool teachers build their professional beliefs with interaction of multiple factors. These factors are personal elements (personality characteristics, professional education development and family), environmental elements (type of school, type of students, type of preschool principal) and events or people induced transformation. Finally, this study will present recommendations to both new and existing preschool teachers, the kindergarten and future study.
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SHAN-SHAN, CHENG, und 鄭珊姍. „The Professional Development of Preschool Directors and its Correlates“. Thesis, 2002. http://ndltd.ncl.edu.tw/handle/70959995947494081821.
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碩士國立臺灣師範大學
人類發展與家庭研究所
91
The purpose of this research was to explore preschool director’s professional development and to understand what factors affected their development and how. The methods of qualitative research have been used to develop a detailed picture of the preschool director’s process of the professional growth and development and to find out its correlates. The subjects included three private preschool directors with six years of managerial experience in Taipei. The major findings are as follows: 1.Each director had her own experience. According to the things they faced, the situation of their preschools, and the main point of their works, their professional development were different. 2.We can divide subjects’ professional development into three levels. Currently Mrs. Yi is coming to the master level and Mrs. Hua and Mrs. An are at the competent level. Although the results and the processes of three director’s professional development are so different, we still can find out that the characters of their development are similar. 3.Four factors were found to affect all three subjects’ professional development, although in different ways and to different extents, including: economic and survival of the organization, supervisor’s demands toward profit, family support, and directors’ educational beliefs. 4.Five factors were found to cause different professional development in the subjects, including: director’s reflective ability, appropriate self-confidence, vision, economic pressure, and multiple roles. These factors interacted whit each other, and the way they interacted were different for each subject, and subsequently resulted in different processes and stages of professional development. The findings and their implications were discussed, and future research directions were also suggested.
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Yin, Lin Jen, und 林貞吟. „A Study of Professional Competences and Professional Belief of Preschool Caregiver in Kaohsiung City“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24q3dd.
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碩士南臺科技大學
教育領導與評鑑研究所
104
The purpose of this study was to explore the professional competence and beliefs of pre-school educators . The research methods adopted questionnaires by means of descriptive statistics, variance analysis, correlation analysis and regression analysis to measure the relationship between their professional beliefs and competence of pre-school educators in Kaohsiung City. The results are, 1. It is center-right on the four-point scale of the average about the professional competence and belies of Pre-school educators’. 2. There has significant difference with the professional competence because of their age, marriage, education, and their position. 3. There has significant difference with the professional beliefs because of their age, marriage, education, and their position. 4. There have significant prediction in every dimension of pre-school educator professional competence and belief. So, there are some specific recommendations from these results to reference for pre-school, educators and future researchers. Keywords：Pre-school educators、professional competency、professional beliefs