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Xie, Kui; Vongkulluksn, Vanessa W.; Justice, Laura M.; Logan, Jessica A. R. – Journal of Early Childhood Teacher Education, 2019
This study examined how preschool teachers' perception of technology usability and associated beliefs about technology integration influence the way they integrate a technology-based, early language and literacy curriculum, RIA-Mobile. Through multiple regression and path analysis, results showed that technology usability was a key variable that…
Descriptors: Preschool Teachers, Teacher Attitudes, Technology, Technology Integration
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lim, Cynthia – Journal of Early Childhood Teacher Education, 2019
The way educarers conceptualize their role in the education and care of infants can influence their pedagogical practices and interactions with infants in their care. The Early Years Development Framework was developed to provide key principles, practices, and learning outcomes to guide educarers working with children under 3 in Singapore. It…
Descriptors: Foreign Countries, Teacher Role, Infants, Preschool Teachers
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Jacoby, Jennifer W.; Lesaux, Nonie K. – Journal of Early Childhood Teacher Education, 2019
Prior inquiry into teachers' beliefs demonstrates that a top priority of early childhood teachers' is developing children's social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these…
Descriptors: Teacher Attitudes, Beliefs, Early Intervention, Preschool Teachers
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Miller, Kyle – Journal of Early Childhood Teacher Education, 2018
This study examined parent-teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers. Families were provided with a digital camera for one week to document activities they used to support children's early learning and development. Families then…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Attitudes, Family (Sociological Unit)
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Melasalmi, Anitta; Husu, Jukka – Journal of Early Childhood Teacher Education, 2018
This study examines the two kindergarten teachers' shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers' professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their…
Descriptors: Preschool Teachers, Feedback (Response), Professional Identity, Teacher Education
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Barnes, Jenna K.; Guin, Autumn; Allen, Kim – Journal of Early Childhood Teacher Education, 2018
Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for…
Descriptors: Preschool Teachers, Early Childhood Education, Faculty Development, Educational Quality
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Lynch, Jacqueline – Journal of Early Childhood Teacher Education, 2017
An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different…
Descriptors: Preschool Teachers, Workshops, Faculty Development, Intervention
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Flynn, Erin E.; Schachter, Rachel E. – Journal of Early Childhood Teacher Education, 2017
This study investigated eight prekindergarten teachers' underlying assumptions about how children learn, and how these assumptions were used to inform and enact instruction. By contextualizing teachers' knowledge and understanding as it is used in practice we were able to provide unique insight into the work of teaching. Participants focused on…
Descriptors: Preschool Teachers, Teacher Attitudes, Learning Processes, Knowledge Level
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Williford, Amanda P.; Carter, Lauren M.; Maier, Michelle F.; Hamre, Bridget K.; Cash, Anne; Pianta, Robert C.; Downer, Jason T. – Journal of Early Childhood Teacher Education, 2017
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher-child…
Descriptors: Early Childhood Education, Course Content, Teacher Characteristics, Teacher Student Relationship
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Brown, Christopher P.; Englehardt, Joanna – Journal of Early Childhood Teacher Education, 2016
Policy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators' instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional…
Descriptors: Preschool Teachers, Faculty Development, Teacher Attitudes, Qualitative Research
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Mages, Wendy K. – Journal of Early Childhood Teacher Education, 2016
This article documents the implementation of a professional development workshop on the Reggio Emilia approach in early childhood art education. It describes how early childhood educators participated in a collaborative collage experience and how a similar art activity can be engaging for young children. It also highlights philosophies,…
Descriptors: Reggio Emilia Approach, Early Childhood Education, Educational Philosophy, Workshops
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Brown, Christopher P.; Weber, Natalie Babiak; Yoon, Yeojoo – Journal of Early Childhood Teacher Education, 2015
The field of publicly funded early childhood education continues to evolve into a discipline in which early educators are expected to teach a more culturally and linguistically diverse student population a standardized set of knowledge and skills so that they can meet policymakers' academic achievement requirements. This creates a range of…
Descriptors: Early Childhood Education, Accountability, Professional Development, Preschool Teachers
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Stefan, Catrinel A.; Rebega, Oana L.; Cosma, Alina – Journal of Early Childhood Teacher Education, 2015
Researchers have emphasized the role of the teacher-child relationship on children's adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers' knowledge and strategies related to preschoolers who are at…
Descriptors: Emotional Disturbances, Behavior Problems, Preschool Teachers, Prevention
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McClintic, Sandra; Petty, Karen – Journal of Early Childhood Teacher Education, 2015
This qualitative case study explored how early childhood teachers' beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers' recollections of…
Descriptors: Preschool Teachers, Early Childhood Education, Play, Supervision
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Heimer, Lucinda; Winokur, Jeff – Journal of Early Childhood Teacher Education, 2015
With the rollout of edTPA, Common Core Standards (CCS), and the Next Generation Science Standards (NGSS), there is renewed interest in teacher education programs providing an interdisciplinary approach to curriculum. Yet, future teachers are under increased pressure to pass standardized exams, such as the MTEL, WIFOR and PRAXIS, with a focus on…
Descriptors: Interdisciplinary Approach, Early Childhood Education, Teacher Education, Teacher Education Programs
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