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Taylor & Francis | Journal of Early Childhood Teacher Education - Kids & Parenting
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Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity: Journal of Early Childhood Teacher Education: Vol 45 , No 1 - Get Access
Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and deliv...
Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics: Journal of Early Childhood Teacher Education: Vol 44, No 4
Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool set...
An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures: Journal of Early Childhood Teacher Education: Vol 44, No 4
Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasize...
Full article: The significance of practicum work communities for students’ professional development – perceptions of Finnish ECE teacher students
Practicums as part of teacher education are important for teacher students’ professional development. Co-operative teachers support students’ learning during practicums, but in the early childhood ...
STEM professional learning in early childhood education: a scoping review: Journal of Early Childhood Teacher Education: Vol 0, No 0
Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. How...
The tradition of early childhood personnel preparation standards alignment analysis: Journal of Early Childhood Teacher Education: Vol 44, No 2
There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (...
Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy: Journal of Early Childhood Teacher Education: Vol 44, No 2
Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-method...
Full article: Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators
This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is define...
Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators: Journal of Early Childhood Teacher Education: Vol 0, No 0
When early childhood educators include autistic children, they require information about these children’s needs and strategies to promote their participation in daycare activities. As there are man...
A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs: Journal of Early Childhood Teacher Education: Vol 0, No 0
Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. ...
Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics: Journal of Early Childhood Teacher Education: Vol 0, No 0
Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool set...
An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures: Journal of Early Childhood Teacher Education: Vol 0, No 0
Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasize...
Putting antiracism into action in teacher education: Developing and implementing an Antiracist Pedagogy Course Audit: Journal of Early Childhood Teacher Education: Vol 0, No 0
Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting ...
Early childhood teacher workplace stress and classroom practices: Journal of Early Childhood Teacher Education: Vol 0, No 0
Teaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus...
The evolving identity of blended early childhood preparation: a retrospective history: Journal of Early Childhood Teacher Education: Vol 0, No 0
Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we ...
The tradition of early childhood personnel preparation standards alignment analysis: Journal of Early Childhood Teacher Education: Vol 0, No 0
There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (...
Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons: Journal of Early Childhood Teacher Education: Vol 0, No 0
All children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Preservice teachers (PSTs) must develop various instructi...
“The world is my oyster”: impacts of an international student teaching experience on future early childhood special educators: Journal of Early Childhood Teacher Education: Vol 0, No 0
A critical component of blended early childhood/early childhood special education teacher preparation programs is preparing future educators who have the knowledge and skills to work with culturall...
Strengthening preservice educator reflective practice through the use of personnel preparation standards: Journal of Early Childhood Teacher Education: Vol 0, No 0
Reflective practice is foundational in what preservice educators should know and be able to do as noted in professional preparation standards for Early Childhood Education (ECE) and Early Intervent...
“I’ve overcome a mountain that had little hills”: teacher candidates’ perspectives of student teaching during a global pandemic: Journal of Early Childhood Teacher Education: Vol 0, No 0
In the fall of 2020, two teacher educators conducted a qualitative study to better understand how 14 female undergraduate, early childhood education teacher candidates completing student teaching a...