Preparing Teachers in Blended Early Childhood Education Programs: A Report from 10 Years of Graduates

Autor/inn/en	Marvin, Christine A.; Jayaraman, Gayatri; Server, Susan
Titel	Preparing Teachers in Blended Early Childhood Education Programs: A Report from 10 Years of Graduates
Quelle	(2016), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blended Learning; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; College Graduates; Early Childhood Teachers; Teacher Attitudes; Readiness; Inclusion; Field Experience Programs; Outcomes of Education; Teacher Effectiveness; Student Teaching; Infants; Toddlers; Preschool Children; Elementary School Students; Teacher Student Relationship; Educational Quality + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Hochschulabsolvent; Hochschulabsolventin; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Inklusion; Praxisnahes Lernen; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching practice; Unterrichtspraxis; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität
Abstract	Over 10 years, five state colleges and universities in a Midwestern state offered blended early childhood education training programs. A total of 242 teachers with unified ECE teaching endorsements in this state completed an online survey exploring their preparedness for work in inclusive settings with children birth to grade 3. Results describe teachers' current employment setting as well as ratings of effectiveness for instructional strategies used in college courses and various field experiences, and their feelings of preparedness. Overall, teachers valued their college coursework and field experiences and felt most prepared for Pre-K populations. Teachers reported limited or ineffective field experiences with infants and toddlers, and families from diverse cultures. Teachers also reported a lack of preparedness for working with special education teams and children with disabilities or challenging behaviors of any age. Implications for curriculum revisions and future research are presented. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01