Junior primary school teachers' perception of the pre-school educator PDF Download
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Author: Generosa Celani Ngcobo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Generosa Celani Ngcobo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Bernadette Fegan
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages :
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"This research proposes to examine the views of Grade Primary teachers, early childhood educators and parents as they relate to school readiness. A review of the literature has revealed that research considers the idea of school readiness as complex. The issues are explored in a discussion of various points of view, which challenge for the correct response to the question of whose responsibility it is to provide for school readiness in preschool age children. The questions, namely, are whether the child itself should be the target of appropriate programmes resulting in his or her preparation for integration into the formal education system; or should the school be readying itself for the child; or finally whether the responsibility falls on society to provide appropriate programmes that support the readying of both the child and the school system jointly. The central themes that arose in the literature review were used to compile a series of questions, which sought to extract the perspectives currently held by Grade Primary teachers, early childhood educators and parents on the topic of school readiness and the contending schools of thought mentioned above. These questions were asked of a random selection of Grade Primary teachers, early childhood educators and parents, in an interview setting, who expressed an interest in participating in this study. The process of interviews generated data, which in turn was analysed to reveal a qualitative reflection of the views of Grade Primary teachers, early childhood educators and parents with regards to school readiness. In order to accurately analyse the data, the thematic questions were supplemented by a series of general information questions that were intended to place respondents within a demographic context."--Abstract.
Author: Woon Chia Liu
Publisher: Routledge
ISBN: 135117326X
Category : Education
Languages : en
Pages : 173
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Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author: Robert V. Bullough Jr.
Publisher: Routledge
ISBN: 1351622854
Category : Education
Languages : en
Pages : 358
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Preschool Teachers’ Lives and Work focuses on preschool teachers as people, what they do, and how they are affected by what they do. Highly politicized and hotly debated, preschool today is increasingly focused on comparatively narrow views of school readiness and academic outcomes which are generally in opposition to the broader view of readiness proposed by NAEYC. This powerful book, based around interviews and data drawn primarily from Head Start programs, illustrates the profound humanity of this profession and underscores the pressing and insistent need for greater investments in teachers’ well-being.
Author: Shannon S. Green
Publisher:
ISBN:
Category :
Languages : en
Pages : 274
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Book Description
This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.
Author: William Ayers
Publisher: Teachers College Press
ISBN: 0807776572
Category : Education
Languages : en
Pages : 268
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Book Description
This important book is the result of an in-depth inquiry into the lives and work of six outstanding preschool teachers. Through a creative, original combination of interviews, letters, vignettes, interpretive analysis, and reflections, the author describes and links together the events, people, and experiences that have made these women the excellent teachers they are.Ayers’ method of using autobiographical reflection to understand teaching practice will be excellent for use in pre-service teacher education classes and inservice teacher renewal efforts. Well-written and highly readable, this book is essential for early childhood practitioners—both women and men—at all levels and within all types of services, and will appeal to researchers and parents, as well.“If teachers are to continue to grow, they must at some point begin to study themselves.” —From the Foreword by Vivian Gussin Paley
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 388
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Author: Dorothy Jean Alexander
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 284
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Book Description
The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009). Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10). This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP. The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author: Tonya Jackson Davis
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 139
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The purpose of the study was to examine teacher perceptions and teacher characteristics about bullying and to see how distinctions in these variables relate or affect teacher attitudes, when responding to bullying situations in preschool classrooms. The researcher was also interested in investigating how other variables such as preschool program type (i.e., community-based/center models or non-community/school-based models) and race impacted teacher perception when responding to preschool bullying scenarios. Survey data were collected from 133 preschool teachers working in a nonprofit agency serving preschool children across a 13 county area in one state. The study used the Bullying Attitudes Questionnaire-Modified-Revised (BAQ-M Revised; Davis, Burnham, & Mills, 2015). The revised measure was based on Yoon and Kerber's (2003) questionnaire referred to as the Bullying Attitudes Questionnaire Modified (BAQ-M, 2003). The revised measure maintained the original six vignettes depicting three types of bullying: physical, social, and relational bullying. The revision to the instrument involved the creation of additional questions after each vignette to improve the content validity of scale constructs (i.e., Seriousness, Empathy, and Response). Teacher self-perceptions about classroom behavior management was measured using the Efficacy in Classroom Management subscale of the Teachers Sense of Efficacy Scale Short Form (TSES; Tschannen-Moran & Woolfolk-Hoy, 2001). ANOVAS were used to analyze the first research question. Significant differences were found between Black and White teachers on the construct of Empathy based upon race. Specifically, Black teachers scored significantly higher on the construct of Empathy. A two-way ANOVA tested the independent variables of race and setting on the construct of Seriousness. Results of the ANOVA indicated that there were significant differences in race. Regression models were used to analyze the second research question. The results of a four-predictor model comprised on Seriousness, Empathy, Response, and Efficacy in Classroom Management was significant. However, the classroom management subscale of the Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk-Hoy) was not found to be a significant predictor in the model.
