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Journal articles on the topic 'Teacher Education: Early Childhood'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (January 21, 2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.

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2

Er, Suhendan. "Opinions of early childhood education teacher candidates towards the profession." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 43–49. http://dx.doi.org/10.18844/prosoc.v4i4.2593.

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3

Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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4

Regan, Ellen M., Bernard Spodek, and Olivia Saracho. "Early Childhood Teacher Preparation." Curriculum Inquiry 22, no. 1 (1992): 103. http://dx.doi.org/10.2307/1180099.

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5

McEntire, Nancy. "ECAP Report: Early Childhood Teacher Education." Childhood Education 87, no. 5 (August 2011): 373–74. http://dx.doi.org/10.1080/00094056.2011.10523217.

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6

Zhu, Jiaxiong. "Early childhood teacher education in China." Journal of Education for Teaching 34, no. 4 (November 2008): 361–69. http://dx.doi.org/10.1080/02607470802401552.

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7

Tayler, Collette. "Early childhood teacher education in Australia." Early Child Development and Care 76, no. 1 (January 1991): 3–35. http://dx.doi.org/10.1080/0300443910760101.

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8

Thomas, R. Murray. "Early childhood teacher education in Indonesia." Early Child Development and Care 78, no. 1 (January 1992): 85–94. http://dx.doi.org/10.1080/0300443920780107.

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9

Ebbeck, Marjory. "Early Childhood Teacher Education in Australia." International Journal of Early Years Education 1, no. 1 (March 1993): 63–76. http://dx.doi.org/10.1080/0966976930010106.

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10

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 26, no. 3 (July 2005): 327–28. http://dx.doi.org/10.1080/10901020500371429.

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11

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 26, no. 4 (October 2005): 443–44. http://dx.doi.org/10.1080/10901020500444440.

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12

O'Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 1 (January 2006): 103–4. http://dx.doi.org/10.1080/10901020600599614.

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13

O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 2 (July 2006): 213–14. http://dx.doi.org/10.1080/10901020600675190.

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14

McArdle, Felicity, Susan Grieshaber, and Jennifer Sumsion. "Play meets early childhood teacher education." Australian Educational Researcher 46, no. 1 (December 18, 2018): 155–75. http://dx.doi.org/10.1007/s13384-018-0293-8.

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15

Dewi, Dita. "Teacher Management in Early Childhood Education." Early Childhood Research Journal (ECRJ) 3, no. 1 (July 29, 2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.

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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis. (2) Recruitment of teachers in kindergarten Surya Ceria Aisyiyah, namely forming a committee for the recruitment of prospective new educators, announcements, administrative selection. The selection process for applicants in kindergarten Surya Ceria Aisyiyah includes administrative selection, written test, interview test, microteaching test. after the test ends, the overall test results will be discussed and determined which ones are accepted and rejected. Applicants who pass the selection face the school principal to be given directions related to the work contract and salary; (3) Guidance and development of educators through the identification of educator needs with evaluation methods. Forms of coaching and development in kindergarten Surya Ceria Aisyiyah Cangakan Karanganyar, namely supervision of school principals, seminars, workshops, training, In House Training, organization, training, visits, and comparative studies, further education.

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16

Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 6, 2019): 327–40. http://dx.doi.org/10.21009/jpud.132.09.

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The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance. Keywords: Early gender education, Teacher knowledge about gender education References: Adoniou, M. (2015). Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99–116. https://doi.org/10.1080/1359866X.2014.932330 Awaji M, A. K. (2016). Analysis of workrelated injuries among health care workers in armed forces hospi-tal southern region, kingdom of saudi arabia. Br J Med Med Res., 15(4). Azwar, S. (2010). Sikap Manusia: Teori dan Pengukurannya Edisi 2. Yogyakarta: Pustaka Pelajar. Chapman, R. (2016). A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435 Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416 Filipović, K. (2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086 Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325–344. https://doi.org/10.1080/03054981003732278 Frödén, S. (2019). Situated decoding of gender in a Swedish preschool practice. Ethnography and Education, 14(2), 121–135. https://doi.org/10.1080/17457823.2017.1422135 Ghozali, I. (2011). Aplikasi Analisis Mulivariante dengan Program IBM SPSS 19 Edisi 5. Semarang: Badan Penerbit Universitas Diponegoro. Huggins, V. (2014). Education 3-13 : International Journal of Primary , Elementary and Early Years Education Children at play : Learning gender in the early years. gray2011.p(November). https://doi.org/10.1080/03004279.2011.644316 La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46(4), 365–375. https://doi.org/10.1007/s10643-017-0872-8 Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693. https://doi.org/10.1080/03004430.2014.950260 Meland, A. T., & Kaltvedt, E. H. (2019). Tracking gender in kindergarten. Early Child Development and Care, 189(1), 94–103. https://doi.org/10.1080/03004430.2017.1302945 Muasya, J., & Kazungu, T. (2018). ‘The unfinished business’: Exploring teachers’ views on gender and pedagogical practices in public preschools in Nairobi county, Kenya. African Educational Research Journal, 6(1), 10–19. https://doi.org/10.30918/aerj.61.18.007 Notoatmodjo, S. (2014). Ilmu Perilaku Kesehatan. Jakarta: Rineka Cipta. Nursalam. (2014). Manajemen Keperawatan: Aplikasi Dalam Praktik Keperawatan Profesional. Jakarta: Salemba Medika. Papalia, D. E., & Duskin, R. (2015). Perkembangan Manusia. Jakarta: Salemba Humanika. Salawati, L., Herry, N., & Putra, A. (2014). Analisis Tindakan Keselamatan Dan Kesehatan Kerja Perawat Dalam Pengendalian Infeksi Nosokomial Di Ruang ICU RSUD DR. Zainoel Abidin Banda Aceh. 14(3). Solehudin, M. (2018). Peran Guru Pai Dalam Mengembangkan Kecerdasan Emosional (EQ) Dan Kecer-dasan Spiritual (SQ) Siswa Smk Komputama Majenang. Jurnal Tawadhu, 1(3). Sulastri, S., & Ahmad Tarmizi, A. T. (2017). Peran Orang Tua Dalam Pendidikan Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 61–80. https://doi.org/10.19109/ra.v1i1.1526 Suyadi. (2014). Teori pembelajaran anak usia dini, dalam kajian neourons. Bandung: PT Remaja Rosdakarya. Vanner, C. (2019). Examining gender safety in schools: Teacher agency and resistance in two primary schools in kirinyaga, kenya. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010063 Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375–386. https://doi.org/10.1080/09589236.2015.1105738 Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587–606. https://doi.org/10.1080/09540253.2016.1258457 Wu, Y. P., Wu, J. F., Chen, Y. M., Han, L., Han, P. G., Wang, P., & Gao, F. (2015). Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503 Zhukovskyi, V., & Kostiuk, O. (2015). Stages Of Gender Education In Canadian Secondary Schools. Comparative Professional Pedagogy, 5(2), 31–38. https://doi.org/10.1515/rpp-2015-0037

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17

Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos." childhood & philosophy 14, no. 30 (May 7, 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.

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The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.

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18

Arndt, Sonja. "Early childhood teacher cultural Otherness and belonging." Contemporary Issues in Early Childhood 19, no. 4 (June 27, 2018): 392–403. http://dx.doi.org/10.1177/1463949118783382.

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Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the article uses Kristeva’s foreigner lens and her theory on the subject in process to argue that teachers’ sense of belonging, of their own cultural identity and place, in their teaching team and in their early childhood setting is critical for an overall sense of openness and belonging throughout the setting. Teachers are commonly called on to nurture children’s and their families’ cultural identities. The sense of belonging intended through such practices depends on teacher attitudes and orientations to cultural Otherness that go beyond the surface – that allow for the difficult, complicated, unpredictable processes of becoming part of a centre community. This article offers a challenge to rethink teacher Otherness, for the (re-)elevation of their own sense of belonging in early childhood settings and teaching teams.

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19

Bassok, Daphna, Anna J. Markowitz, Laura Bellows, and Katharine Sadowski. "New Evidence on Teacher Turnover in Early Childhood." Educational Evaluation and Policy Analysis 43, no. 1 (January 18, 2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.

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This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.

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20

UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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21

Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.

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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities. Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development References: Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125 Anders, Y. (2015). Literature Review on Pedagogy. 62. Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth. Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395 Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12. Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29. ECE – TPEs and CAPEs. (2019). California Early Childhood Education Teaching and Administrator Performance Expectations. Commission on Teacher Credentialing. Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12. Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302 Guskey, T. R. (2001). Helping Standards Make the GRADE. 10. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Han, J., Luo, X., & Luo, H. (2021). Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance. Open Journal of Social Sciences, 25. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7 Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394 Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711 Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486 Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6 Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67 Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4. Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709 Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006 Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792 Nolan, A., & Molla, T. (2018). Teacher professional learning as a social practice: An Australian case. International Studies in Sociology of Education, 27(4), 352–374. https://doi.org/10.1080/09620214.2017.1321968 Oberhuemer, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521 Osgood, J. (2004). Time to Get Down to Business?: The Responses of Early Years Practitioners to Entrepreneurial Approaches to Professionalism. Journal of Early Childhood Research, 2(1), 5–24. https://doi.org/10.1177/1476718X0421001 Osgood, J. (2007). Professionalism and performativity: The feminist challenge facing early years practitioners. 14. https://doi.org/doi: 10.1080/09575140600759997. Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557 Pianta, R. C. (2016). Teacher–Student Interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 8. https://doi.org/DOI: 10.1177/2372732215622457 Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and Teachers’ Beliefs About Children’s School Readiness in a High-Need Community. 22. Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548 Sheridan, S. M., Edwards, C. P., & Marvin, C. A. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. 26. Thomas, D., & Brown, J. S. (2011). Cultivating the Imagination for A World of Constant Change. 37. Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584 Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: An illustrative case. Educational Media International, 56(3), 233–249. https://doi.org/10.1080/09523987.2019.1669877 Walker, A., & Qian, H. (2018). Exploring the Mysteries of School Success in Shanghai. 17. Wall, S., litjens, I., & Miho, T. (2015). Early Childhood Education and Care Pedagogy Review. OECD Publishing. www.oecd.org/edu/earlychildhood

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22

LeeSoonja. "Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution." Journal of Anthropology of Education 20, no. 4 (December 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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23

박은혜 and 전홍주. "South Korea’s Early Childhood Education System Reform: Implications for Early Childhood Teacher Education." Korean Journal of Early Childhood Education 27, no. 1 (February 2007): 305–22. http://dx.doi.org/10.18023/kjece.2007.27.1.012.

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24

Spodek, Bernard, and Olivia Saracho. "Preview of the Forthcoming Yearbook in Early Childhood Education: Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 11, no. 1 (January 1990): 2–5. http://dx.doi.org/10.1080/10901027.1990.11089908.

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25

Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and 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, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.

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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.

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Ananda, Rizki. "Implementasi Nilai-nilai Moral dan Agama pada Anak Usia Dini." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, no. 1 (June 10, 2017): 19. http://dx.doi.org/10.31004/obsesi.v1i1.28.

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One of the basic attitudes a child must have to be a good and righteous man is to have good moral and religious attitudes and behaviors in behaving like God's people, family members, and community members. Early Childhood Age is the best time for teachers of Early Childhood Education (PAUD) to lay the foundations of moral and religious education to the. Although the role of parents is enormous in establishing the moral and religious foundations of their children, the role of the early childhood teacher is not small in laying down the moral and religious grounds for a child, since usually, the early child tends to follow his teacher's instructions. Therefore, an early childhood teacher should always try in various ways in order to guide early childhood to have a good personality, which is based on moral and religious values. With the foundation of moral and religious education to children of early childhood, an early childhood can learn to distinguish good and bad behavior, right and wrong, and accustomed to run the teachings of religion in accordance with the level of growth and development. Educating PAUD children with good moral and religious education is not an easy task, therefore PAUD teachers should always improve their insight, understanding, and skills related to the development of morals and religion of children in early childhood.

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Morine-Dershimer, Greta. "The Implications of Teacher Education Research for Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 12, no. 2 (April 1991): 3–10. http://dx.doi.org/10.1080/10901027.1991.11089937.

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Nurani, Yuliani, Sofia Hartati, Ade Dwi Utami, Hapidin Hapidin, and Niken Pratiwi. "Effective Communication-Based Teaching Skill for Early Childhood Education Students." International Journal of Higher Education 9, no. 1 (December 23, 2019): 153. http://dx.doi.org/10.5430/ijhe.v9n1p153.

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The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.

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Moxnes, Anna Rigmor, and Jayne Osgood. "Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education." Contemporary Issues in Early Childhood 19, no. 3 (April 1, 2018): 297–309. http://dx.doi.org/10.1177/1463949118766662.

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This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.

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Wolff, Lili-Ann, and Tuula H. Skarstein. "Species Learning and Biodiversity in Early Childhood Teacher Education." Sustainability 12, no. 9 (May 3, 2020): 3698. http://dx.doi.org/10.3390/su12093698.

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To understand biodiversity, it is crucial to have knowledge of different species and their life conditions. Biodiversity learning for children starts with observing plants and animals in the neighbourhood. Therefore, it is important that early childhood (EC) teachers know the local nature. There are few studies on species knowledge among EC student teachers but results from a Norwegian study show that although EC student teachers had poor species knowledge when entering university, their knowledge increased remarkably during their studies. Based on these results, the current study investigates the implementation of species learning in an EC teacher education course in Finland. Our aim was to study the student teachers’ species identification skills, their views on the importance of species knowledge, and their experiences of species learning. The study used a mixed-methods approach and included species identification tests, a questionnaire, learning diaries, and focus group interviews. The results show that the student teachers were eager to learn about species. They found species learning important both for EC teachers and for sustainability, and they appreciated learning about species in a broad sense, from personal, educational, and social perspectives. Our conclusion is that implementing species knowledge in EC teacher education promotes an interest in the natural world and may form a significant contribution to nature and sustainability education for EC teachers.

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Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.

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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach

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Inyega, Justus O., and Hellen N. Inyega. "Mainstreaming Early Grade Reading Instruction in Early Childhood Teacher Education." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 103–19. http://dx.doi.org/10.31686/ijier.vol5.iss4.669.

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This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in theearly grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoN’s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 children’s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership,knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.

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Rudiyanti, Ali Nugraha, Euis Kurniati, and Rita Mariyana. "STUDI KEBIJAKAN PENDIDIKAN PROFESI GURU PENDIDIKAN ANAK USIA DINI." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 2 (August 19, 2016): 115. http://dx.doi.org/10.17509/pedagogia.v12i2.3328.

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Being a professional teacher is a continuous process that refers to the basic standard with continuous performanceassessment. The process of becoming a professional teacher pursued through academic education and professionaleducation. This study aimed to describe the policy of professional education Early Childhood Education teachers toimprove the professionalism of early childhood teachers. The study uses descriptive analytical research methodswith quantitative and qualitative approaches. The final product of this research is the teaching profession educationprograms that are designed based on the results of research proven and reliable.Keywords: Professional, Teacher, Education, Early Childhood

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Carlson, Helen L. "INFUSING TECHNOLOGY: TRANSFORMING EARLY CHILDHOOD TEACHER EDUCATION." Journal of Early Childhood Teacher Education 21, no. 2 (January 2000): 141–47. http://dx.doi.org/10.1080/0163638000210205.

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Banga, Amandeep, and S. Jaswal. "Parent - Teacher Perception of Early Childhood Education." Journal of Human Ecology 12, no. 6 (November 2001): 449–55. http://dx.doi.org/10.1080/09709274.2001.11907652.

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Bergen, Doris. "Needed Research in Early Childhood Teacher Education." National Association of Early Childhood Teacher Educators Bulletin 9, no. 3 (October 1988): 11–12. http://dx.doi.org/10.1080/23752599.1988.11090036.

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Lynch, Evelyn C., Robyn R. Widley, and Jacqueline R. Johnson. "Teacher Language Styles in Early Childhood Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, no. 1 (January 1988): 20–24. http://dx.doi.org/10.1177/088840648801100103.

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Park*, Eunhye. "Distance early childhood teacher education in Korea." Journal of Early Childhood Teacher Education 22, no. 4 (January 2001): 255–59. http://dx.doi.org/10.1080/1090102010220407.

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Hoot, James L. "Early Childhood Teacher Education: A Global Perspective." Journal of Early Childhood Teacher Education 17, no. 3 (September 1996): 5–6. http://dx.doi.org/10.1080/10901029608548588.

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Tsamir, Pessia, Dina Tirosh, and Esther Levenson. "Windows to early childhood mathematics teacher education." Journal of Mathematics Teacher Education 14, no. 2 (February 18, 2011): 89–92. http://dx.doi.org/10.1007/s10857-011-9174-z.

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Duncan, Judith. "Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984–96." Contemporary Issues in Early Childhood 5, no. 2 (June 2004): 160–77. http://dx.doi.org/10.2304/ciec.2004.5.2.4.

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Jungin, Kim. ""Needs Analysis of Teacher Education for Early Childhood English Teachers"." Journal of Humanities and Social sciences 21 11, no. 5 (October 30, 2020): 113–26. http://dx.doi.org/10.22143/hss21.11.5.9.

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Casey, Erin M., and Cynthia F. DiCarlo. "Early childhood education teachers’ constructs of teacher quality in Belize." Early Child Development and Care 188, no. 9 (June 12, 2017): 1302–16. http://dx.doi.org/10.1080/03004430.2017.1337009.

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Baum, Angela C., and Paula McMurray‐Schwarz. "Improving early childhood teacher education: Preservice teachers' beliefs about inclusion." Journal of Early Childhood Teacher Education 24, no. 3 (January 2003): 147–55. http://dx.doi.org/10.1080/1090102030240303.

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Winkelstein, Ellen. "Teachers Becoming Practice-Oriented Researchers: Early Childhood Teacher Education Approaches." Journal of Early Childhood Teacher Education 11, no. 3 (October 1990): 15–17. http://dx.doi.org/10.1080/10901027.1990.11089928.

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Woodrow, Christine. "W(H)Ither the Early Childhood Teacher: Tensions for Early Childhood Professional Identity between the Policy Landscape and the Politics of Teacher Regulation." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 233–43. http://dx.doi.org/10.2304/ciec.2007.8.3.233.

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Over the last decade teachers, teachers' work and teacher education across all domains of education have been subject to increasing surveillance and regulation. Recent developments in the Australian regulatory context are signalling the emergence of a strengthening bifurcation between prior-to-school and schooling contexts that is forcing a narrowing construction of ‘teaching’ as work that is only undertaken in schooling contexts. This trend seems likely to have serious implications for the professional identity, status and professional preparation of early childhood teachers and the potential to reposition early childhood contexts as marginalised and non-pedagogical spaces. This article traces some recent developments in teacher regulation and locates an analysis of possible implications for the field of early childhood against a backdrop of emerging trends in the early childhood policy landscape. The emerging tensions invite questions about the potential gains and losses should the current trends become entrenched. The article concludes with a consideration of naming and framing as elements of possible action.

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Salim, Ahmad. "Urgensi Manajemen Pendidik Lembaga Pendidikan Anak." LITERASI (Jurnal Ilmu Pendidikan) 3, no. 1 (March 10, 2016): 1. http://dx.doi.org/10.21927/literasi.2012.3(1).1-12.

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<p><em>Early childhood education has been developing in Indonesia. It needs professional teacher to accomplish the stated goals. To make professional teacher of early childhood education absolutely needs management. In this paper, writer would present the early childhood education teacher management especially in private early childhood education due to it has many problems. Management of teacher in early childhood education is started from identification of teacher qualification and quantity, developing and enrichment the teacher quality by make clear status of teacher, also increasing the teacher revenue/fee. Moreover the leader of early childhood education should manage retiring of the teacher. Writer believes that many steps above could develop quality of early childhood education. </em></p><p><strong><em>Keywords</em></strong><em>: Management, early childhood education, professional teacher, </em></p>

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Saavedra, Cinthya M., and Michelle Salazar Pérez. "Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism." Policy Futures in Education 16, no. 6 (January 19, 2018): 749–63. http://dx.doi.org/10.1177/1478210317751271.

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Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest reiteration, neoliberalism, have produced hegemonic discourses which have shaped the education of teachers in the fields of bilingual and early childhood education. We then share our pláticas about our global south approaches to teacher education. In doing so, we offer ways in which to make sense of our role as teacher educators in challenging and navigating dynamic, and often all-encompassing neoliberal systems of oppression within bilingual and early childhood teacher/education.

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Kim, Geun hye, and Eun Ju Seo. "Analysis of Early Childhood Teacher's Needs about Teacher Education and Reeducation on Early Childhood Art." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (November 30, 2018): 321–41. http://dx.doi.org/10.22251/jlcci.2018.18.22.321.

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Castle, Kathryn. "The State of Teacher Research in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 34, no. 3 (July 2013): 268–86. http://dx.doi.org/10.1080/10901027.2013.816807.

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