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Direct linkLees, Anna; Brennan, Carolyn – Early Years: An International Journal of Research and Development, 2023
The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and…
Descriptors: Field Experience Programs, Colonialism, Early Childhood Teachers, Infants
Download full textRagpot, Larra – South African Journal of Childhood Education, 2020
Background: Most field coursework in teacher education (TE) programmes do not incorporate extended "in situ" interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students' extended periods of practicum placement in schools. Aim: This study sought to…
Descriptors: Preservice Teachers, Student Attitudes, Child Development, Professional Development Schools
Slade, Mary L.; Burnham, Tammy J.; Catalana, Sarah Marie; Waters, Tammy – International Journal for the Scholarship of Teaching and Learning, 2019
Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical…
Descriptors: Reflective Teaching, Preservice Teacher Education, Teaching Methods, Decision Making
Brannon, Diana; Fiene, Judy – Education, 2013
Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field experiences.…
Descriptors: Preservice Teachers, Reading Instruction, Writing Instruction, Elementary School Students
Kipnis, Fran; Whitebook, Marcy; Austin, Lea; Sakai, Laura – Center for the Study of Child Care Employment, 2013
The Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, is assisting the New Jersey Council for Young Children (Council) in collecting and analyzing information about the state's early learning professional preparation and development system. The project consists of two phases: a Mapping Phase and a…
Descriptors: Early Childhood Education, Teacher Education Programs, Educational Quality, Academic Degrees
Trepanier-Street, Mary – Childhood Education, 2007
Current theory on mentoring describes the process as a mutual learning relationship in which both the mentor and the mentee gain knowledge. Many research studies have supported the benefits of mentoring programs for at-risk elementary school children. One particularly interesting mentoring project with preschool children is Jumpstart, a national…
Descriptors: Elementary School Students, Preservice Teachers, Mentors, Academic Achievement
