What Does It Take to Be Successful in the Classroom? The Views of 'Experienced' Caribbean Early Childhood Teachers

Autor/in	Kinkead-Clark, Zoyah
Titel	What Does It Take to Be Successful in the Classroom? The Views of 'Experienced' Caribbean Early Childhood Teachers
Quelle	In: Early Child Development and Care, 188 (2018) 9, S.1260-1270 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1336167
Schlagwörter	Early Childhood Education; Preschool Teachers; Elementary School Teachers; Foreign Countries; Qualitative Research; Success; Experienced Teachers; Teacher Attitudes; Phenomenology; Teacher Effectiveness; Family School Relationship; Faculty Development; Mentors; Educational Practices; Student Diversity; Professional Autonomy; Jamaica; Cayman Islands; Grenada; Saint Lucia; Barbados; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Qualitative Forschung; Erfolg; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Berufsfreiheit; Trinidad und Tobago
Abstract	This qualitative study is grounded in phenomenology. Using 28 early childhood teachers from six Caribbean islands as research participants, the following study sought to elicit their perceptions of what it takes to be successful in the early childhood classroom and to understand how other early childhood teachers can achieve this. Thematic analysis highlights six areas: (1) strong home-school partnership, (2) targeted professional development, (3) mentorship and support, (4) strong pedagogical practices, (5) appreciation of diversities in the classroom, and (6) autonomy. These findings suggest that teachers' success is not solely dependent on the availability of resources or curriculum requirements. Rather the 'humanness' that comes with the profession is perceived to be more important. These findings highlight the need to draw on teachers as we aim to address issues of concern in education especially as it relates to the timely issue of improving their competence at the early childhood level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01