Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation

Autor/inn/en	Goble, Carla B.; Horm, Diane M.; Atanasov, Amy M.; Williamson, Amy C.; Choi, Ji Young
Titel	Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 3, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2015.1062831
Schlagwörter	Early Childhood Education; Preservice Teacher Education; Student Teacher Attitudes; Beliefs; Knowledge Level; Professional Development; Associate Degrees; Bachelors Degrees; Credentials; College Graduates; Child Development; Self Esteem; Expectation; Empathy; Teacher Characteristics; Statistical Analysis; Correlation; Attitude Measures; Questionnaires; Coopersmith Self Esteem Inventory + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Belief; Glaube; Wissensbasis; 'Bachelor''s degrees'; Bachelor-Studiengang; Studienbuch; Hochschulabsolvent; Hochschulabsolventin; Kindesentwicklung; Self-esteem; Selbstaufmerksamkeit; Expectancy; Erwartung; Empathie; Statistische Analyse; Korrelation; Fragebogen
Abstract	The expansion of early childhood education programming has heightened the focus on teachers' educational preparation and its role in providing high-quality services for young children. The interest in teachers' education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and improvement systems (QRIS) as a variable to distinguish differences in quality among programs. Levels of formal education are also used by early childhood programs for the hiring, placement, training, and promotion of teachers. Since little research has been conducted on early childhood students at different levels of professional preparation, the purpose of this study was to investigate the knowledge and beliefs of early childhood students at four levels of professional preparation commonly used in QRIS and early childhood teacher career ladders: 1) students working toward a Child Development Associate (CDA) credential; 2) students working on an associate's degree in early childhood; 3) students working on a bachelor's degree in early childhood education; and 4) graduates with a bachelor's degree in early childhood education. Results indicate students at higher levels of education had more knowledge of child development, higher levels of self-esteem, more realistic expectations of children, and increased empathy for children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01