Examining Effectiveness of Online Teaching Modules on Developmentally Appropriate Practices (DAP) for Guiding Young Children's Behavior: Student and Instructor Perspectives

Autor/inn/en	Hegde, Archana V.; Hewett, Brittany S.
Titel	Examining Effectiveness of Online Teaching Modules on Developmentally Appropriate Practices (DAP) for Guiding Young Children's Behavior: Student and Instructor Perspectives
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 1, S.93-109 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1781714
Schlagwörter	Preschool Education; Preschool Teachers; Preservice Teacher Education; Online Courses; Learning Modules; Student Attitudes; Teacher Attitudes; Undergraduate Students; Developmentally Appropriate Practices; Teaching Methods; Video Technology; Child Behavior; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Online course; Online-Kurs; Learning module; Lernmodul; Schülerverhalten; Lehrerverhalten; Entwicklungsbezogene Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	How can online modules be used to teach undergraduate students or pre-service teachers the principles of Developmentally Appropriate Practices (DAP) for guiding young children's behavior? To examine this overarching question, this study developed online modules with video teaching components, and conducted both formative and summative evaluations with students and instructors using ongoing assessments and online surveys. The results of these evaluations revealed that both students and instructors were "very satisfied" with the implementation of these modules. Modules helped students with their learning, encouraged them to think critically, and allowed them to apply their learning and teaching strategies to real life. Instructors appreciated the real-life examples and teacher videos, as these resources made teaching difficult topics more manageable and applicable. Both students and instructors expressed their desire to have more modules incorporated into the coursework, despite occasional "technical glitches" they may have experienced while watching videos within the module. In conclusion, the researchers reflect on the findings of the study, draw implications for use of this type of online tool as a resource to enhance classroom teaching and student learning, and suggest ideas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01