Integration of Digital Technology into an Early Childhood Teacher Preparation Program in China

2020 ◽  
Author(s):  
Wenwei Luo ◽  
Ilene R. Berson ◽  
Michael J. Berson
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Digital Technology ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Preparation Program

Advocacy in Early Childhood Teacher Preparation

2018 ◽  
pp. 88-113
Author(s):  
Cynthia F. DiCarlo ◽  
Carrie L. Ota
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Preservice Education ◽  
Preparation Program ◽  
Pre Service Teacher

Research suggests that teachers' definitions of advocacy are highly influenced by their academic preservice education, even more than their other experiences (Mevawalla & Hadley, 2012), leading to this being a critical focus for undergraduate pre-service teacher preparation (Snyder, 2012). Advocacy can be viewed by preservice teachers as a worthy, albeit intimidating, goal. This chapter describes a structured advocacy project in an undergraduate teacher preparation program. The project was broken down into component parts across the students' final semester and served as the capstone seminar for the teacher preparation program.

A Statewide Early Childhood Alternative Teacher Preparation Program Delivered via Synchronous Video Conference

2019 ◽  
Vol 38 (4) ◽  
pp. 210-216
Author(s):  
Barbara J. Fiechtl ◽  
Karen D. Hager
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Special Education ◽  
Teacher Preparation Program ◽  
Video Conference ◽  
Preparation Program ◽  
Urban Districts ◽  
Alternative Teacher Preparation ◽  
Rural And Urban

This article describes a statewide online alternative teacher preparation program in early childhood special education. The history and evolution of the program is explained along with the programmatic changes that resulted from working with noncertified teachers with a wide variety of backgrounds in both rural and urban districts. Challenges and solutions for providing coursework and supervision via distance to all areas of a state will be presented.

scholarly journals Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers

2020 ◽  
Vol 1 (2) ◽  
pp. 167-181
Author(s):  
Rachel Boit
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Young Children ◽  
Preschool Child ◽  
Phenomenological Approach ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Teachers Experiences ◽  
Open Coding ◽  
Qualitative Phenomenological

This study utilized the qualitative phenomenological approach to explore pre -service teachers’ experiences in their engagement with parents of young children as they practiced building partnerships with parents. Pre-service teachers (N=50) were each assigned a preschool child with whom they interacted together with the child’s parents and teacher; completing a semester-long assignment created within a family, schools and community course for students in an early childhood teacher preparation program. Pre-service teachers’ responses to a survey and their final written reflections were analyzed using the process of axial and open coding. Results indicated the importance of communication and understanding different dynamics and challenges in parent-teacher partnerships. Therefore, educators should continuously strive to equip pre-service teachers with the skills they will need to succeed as they work with schools, the community and especially in their work with parents.

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