Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Early childhood (2)
- Attitudes (1)
- CLASS (1)
- Child and teacher interactions (1)
- Children's literature (1)
-
- Design of initial teacher education programs (1)
- Diversity (1)
- Early childhood initial teacher education (1)
- Employers’ perspectives (1)
- Evidence-informed (1)
- Experiences (1)
- Food and Nutrition (1)
- Inclusive teachers (1)
- Multicultural literature (1)
- National Quality Standard (1)
- Pedagogical approaches (1)
- Perceptions (1)
- Practice (1)
- Preservice teachers (1)
- Primary School Teachers (1)
- Quality (1)
- Quality early childhood education and care (1)
- Student and teacher interactions (1)
- Teaching (1)
- Thailand (1)
Articles 1 - 5 of 5
Full-Text Articles in Early Childhood Education
The Design Of Early Childhood Teacher Education Programs: Australian Employer Perspectives With International Program Comparisons, Wendy Boyd, Linda Mahony, Jane Warren, Sandie Wong
The Design Of Early Childhood Teacher Education Programs: Australian Employer Perspectives With International Program Comparisons, Wendy Boyd, Linda Mahony, Jane Warren, Sandie Wong
Australian Journal of Teacher Education
Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on …
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
Australian Journal of Teacher Education
The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to …
Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj
Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj
Australian Journal of Teacher Education
Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own …
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Australian Journal of Teacher Education
Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers’ perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings …
Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth
Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth
Australian Journal of Teacher Education
Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.