Perception of experienced teachers and pre-service teachers about personality and professionalism required for beginning teachers in early childhood education center

2019 ◽  
Vol 26 (1) ◽  
pp. 105-123
Author(s):  
Eun-Jung Lee ◽  
So-Hyun Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Beginning Teachers ◽  
Experienced Teachers ◽  
Childhood Education

scholarly journals INSERÇÃO PROFISSIONAL: APRENDIZAGENS, DESAFIOS E IMPLICAÇÕES PARA A FORMAÇÃO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL

2020 ◽  
Vol 17 (1) ◽  
pp. 350-368
Author(s):  
Diana Aguiar Salomão ◽  
Sandy Lima Costa ◽  
Francisco Mirtiel Frankson Moura Castro
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Beginning Teachers ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Institutional Processes ◽  
Childhood Education ◽  
Personal Initiative ◽  
Education Network ◽  
Teaching Learning

This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion(MARCELO GARCIA, 1999; HUBERMAN, 2007)and teaching learning(OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Research in Early Childhood Education

1983 ◽  
Vol 28 (11) ◽  
pp. 874-875
Author(s):  
Joseph T. Lawton
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education
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