This postqualitative inquiry explores the processes that occurred when a group of early childhood education (ECE) students and I engaged with and in pedagogical narrations over one academic term as we attempted to make visible and disrupt the hegemonic images of children and childhood we held. I worked with Foucault’s notion of power in this study to attend to those moments when competing material-discursive practices created tensions, anxiety, and contradictions in our thinking as the students and I explored new understandings of children and childhood. Barad’s theory of agential realism provided a framework for considering how pedagogical narrations function as an apparatus, that is, as an instrument that intraacts with organisms and matter, within a learning activity to produce disruptions and change in order for generative knowledges to be produced. Positioned within the reconceptualization of early childhood education (RECE), this research is significant in that it extends the reconceptualization focus beyond the early childhood classroom into the education of early childhood educators. Further, the project challenges education from an anthropocentric and logocentric understanding whereby the knower and the known are considered distinct entities in a pedagogical context. / Graduate / kkummen@capilanou.ca

With the assumptions that we are all for social justice and that early childhood teacher education programmes need to take a stand on social justice and provide prospective teachers with the practical tools to work with children in early childhood settings, the author of this thesis conducted an instrumental case study aimed to illuminate a process of critical thinking towards conceptualising professional knowledge in teaching for social justice in pre-service early childhood teacher education in Colombia. The purpose of the research was to bring insights into how teacher educators’ views and understandings of social justice influence their pedagogical and practical knowledge with regard to preparing prospective teachers to work with children in Colombian early childhood settings. The inquiry was developed in three stages (an internet-based survey, focus groups and written accounts) and thirty teacher educators working in a university based pre-service early childhood teacher education programme, participated in the study. The findings showed that teacher educators’ views and understandings of social justice in early childhood teacher education were associated with global discourses of inclusion, child rights, equity and equal opportunities for All. These understandings were identified in explicit actions regarding equality, diversity and respect in early childhood education. The findings also showed that other views of social justice appeared to be embedded in local and particular understandings of equity and equality that revealed a dual perception of social justice manifested through implicit and silenced actions with regard to preparing prospective early childhood educators. These particular views which exposed intentions and sensitivity towards teaching for social justice revealed generative forces and synergies in the early childhood teacher education programme. Implications of this study suggest the influence of teacher educators’ views and understanding of social justice in their political, pedagogical and practical professional knowledge with regard to preparing early childhood educators to live on co-existence as ‘vivencialistas’ committed to be citizens in social justice working with children in early childhood settings.

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The purpose of this research study is to identify teachers&rsquo / perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

abstract: Arizona State University's (ASU) teacher education program has been restructured several times in the last two decades to train teachers to teach children more effectively by responding to their individual needs and learning demands. One of the reasons for restructuring was to respond to new licensing requirements by the State. To serve young children's needs, the state of Arizona required individuals working with young children to obtain either early childhood licensing or endorsement by January, 2009. Responding to these new requirements, ASU now requires student teaching in a preschool setting in addition to the existing Kindergarten to third grade student teaching and internship requirements. This study addressed the question of teacher preparation and self-efficacy based on this newly restructured teaching model used in the ASU Tempe teacher education program. The following questions guided this study: 1) What effects do beginning teachers perceive that their split-student teaching experiences have on their experience as a new teacher; 2) How do beginning teachers' prior schooling, educational, and personal background influence their current teaching; and 3) What role does home, family, and collegial support play as beginning teachers start their teaching career? A qualitative case study research method was utilized in this study. Two face-to-face, in-depth individual interviews and one focus group interview with three second-year and two third-year beginning teachers were utilized to understand their experiences in the program and in their beginning years of teaching. An analysis of interview data revealed beginning teachers' student teaching experiences partially fulfilled their need of having adequate in-classroom experience before starting their teaching careers; yet they highlighted some suggestions for student teaching assignments to better prepare prospective teacher candidates in the program. Moreover, they expressed both satisfaction and dissatisfaction toward courses taken in the program. Their statements also emphasized the importance of having effective mentorship in their student teaching and first year of teaching. Support from administration, experienced colleagues, friends, and family members were also acknowledged as highly valuable as they struggled with issues in their beginning career. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2010

The purpose of this study was to examine the perceptions of preservice students completing their associate’s degree (AS) in early childhood education (ECE). My intent was to discover, from the preservice teacher’s perspective, what skills and knowledge preservice students consider necessary to teach young children. I was also interested in how they viewed their professional preparation at the completion of their AS program. The methods included participant interviews, documents and assignments completed by students, and program contextual data (faculty focus group and program documents). Seven themes were identified that represented the student’s perceptions of the skills and knowledge needed for working with young children (child development, learning environment, guidance, curriculum, teaching, assessment and experiences with children). All students reported the development of knowledge and skills through their participation in the ECE program. Each of these themes identified student support and belief in the philosophy of developmentally appropriate practices. Three themes were identified that supported the overall perception of their professional development (reflection, National Association for the Education of Young Children [NAEYC] New Teacher Standards, becoming a professional). All preservice students identified development of professional skills, and reported increased confidence in their preparation to be early childhood classroom teachers. All identified NAEYC New Teacher Standards as part of their professional development and understanding. This study provides the perspective of the AS degree seeking ECE preservice student. Little research is available on 2-year students. Further research in this area would aid in understanding and preparing teachers who are likely to work with the youngest in our society.

The keynote speaker will invite participants to reflect on the conference theme: Engaging ALL Learners through Quality Early Childhood Teacher Education. Poster and Round Table Presentations will engage participants in discussion of scholarly work focused around the NAECTE conference theme.

Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.

Hållbar utveckling (HU) har under senare årtionden fått en alltmer given plats inom förskolan. Både på policynivå och inom forskning betonas barns kritiska tänkande och aktörskap inom ramen för utbildning om HU samt att HU består av tre sammanlänkade dimensioner: den miljömässiga, sociala och ekonomiska dimensionen. Dock finns ett kunskapsgap kring hur förskollärarutbildningar lägger grund för undervisning inom detta område. Genom en diskursanalys av förskollärarutbildningarnas kursplaner syftar denna undersökning därför till att belysa hur olika framställningar kan tänkas bidra till tillblivelsen av undervisning för hållbar utveckling (UHU) i förskolan. Resultat av undersökningen visar att många kursplaner reflekterar en fragmenterad förståelse av HU baserat på antingen den miljömässiga dimensionen eller de sociala och ekonomiska dimensionerna. En av slutsatserna är att dessa framställningar kan tänkas resultera i UHU som bygger på faktabaserade och normerande undervisningstraditioner som identifierats i tidigare forskning. Andra kursplaner reflekterar en mer holistisk och problematiserande förståelse av HU. Dock saknas här över lag utgångspunkter för hur en komplex förståelse av HU-begreppet kan omsättas i praktiken. I vissa kursplaner utesluts barns roll som kritiskt tänkande aktörer medan detta betonas i andra kursplaner.Det aktörskap som betonas inbegriper dock inte att barn ges stöd av förskollärare i sitt utforskande av HU som en holistisk företeelse. En slutsats är att för att barn i förskolan ska ges möjlighet till ett sådant utforskande kan förskollärarprogrammens kursplaner behöva konkretisera utgångspunkter för hur UHU kan formuleras i praktiken.

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