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Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship TrainingBrown, Christopher J. 05 1900 (has links)
This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills.
The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI).
Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale.
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Die evaluering van opleidingsprogramme vir onderwysers in die vroeëkinderontwikkeling en grondslagfase in Suid-AfrikaBotha, Mariè 30 November 2004 (has links)
Text in Afrikaans / Educational Studies / M.Ed.
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Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?Brunson, Mary Nelle 12 1900 (has links)
The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak up and speak out for children and families.
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Early childhood practitioners experience of the mathematical literacy curriculum in the context of the National certificate in early childhood development : a case study.Pillay, Padmini Patsy. January 2005 (has links)
Since 2002, the South African Qualifications Authority (SAQA) has included mathematical
literacy as a compulsory fundamental component for the Further Education and Training
Certificate (FETC). This constituted a radical development in education and is intended to
empower individuals so that they can function effectively in, and contribute to the
democratization of the country. This exploratory study examined the mathematical literacy
experiences of 12 Early Childhood Development (ECD) practitioners training toward the
National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal
ECD training organization based in Durban. The practitioners were undertaking their
training as part of a Learnership programme. A qualitative research methodology was
employed. The data was gathered through focus group interviews, semi-structured interviews,
and documentary analysis. The study revealed that the practitioners held a positive view of
mathematical literacy training. In addition, it was found that such training should remain as part
of the ECD qualification owing to the fact that it added value at both a personal and
professional level. In interrogating the curriculum, practitioners recommended the inclusion of
ECD examples, and engagement with how mathematical literacy is used in the different
contexts. In terms of relevancy of content, practitioners recommended content areas that could
be applied in their personal and professional lives. Mathematical literacy that related to national
issues was seen as abstract, for example balance of payment in terms of the national budget.
The study revealed that the background of the ECD practitioners need to be taken into account
as some practitioners may not have studied mathematics before. This implies that providers will
need to take into account the NQF Level 3 entry requirements and the expected embedded
knowledge that practitioners are supposed to have prior to the registration of practitioners for
the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of
whether mathematical literacy is needed at the level of the qualification. Dialogue on these
issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the
study revealed the need for suitably trained mathematical literacy facilitators given that this is a
new programme. This study is by no means exhaustive, and is but a small sample of views that
could be further explored in a more comprehensive study. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Die evaluering van opleidingsprogramme vir onderwysers in die vroeëkinderontwikkeling en grondslagfase in Suid-AfrikaBotha, Mariè 30 November 2004 (has links)
Text in Afrikaans / Educational Studies / M.Ed.
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The development of appropriate teacher-training structures to train and accredit teachers and upgrade existing teaching qualifications, for the foundation phase of education, with special reference to the reception class year, in KwaZulu-Natal.Thatcher, Colleen Barbara. January 1995 (has links)
South Africa stands on the threshold of a new era in
education. The separate and fragmented model for the
provision of education, which signified a policy of
apartheid, is to be replaced by a single unified system.
With the adoption of a new interim Constitution (1993), we
have, for the first time, formal recognition of human
rights, the application of which, will underlie all legislation
and administration decisions (Dean in Neon, May
1994:9-10).
On 31 March 1994, the 'own affairs' administrations were
abolished. In accordance with the interim Constitution
(1993), these structures have, however, been retained and
will continue until the transition to a new dispensation
takes place (Neon, May 1994:20). Progress towards achieving
the goal of a unified education system includes, inter alia,
the creation of a Department of Education and Training at a
national level, as well as the creation of provincial
administrations in 9 provinces, each of which will have its
own education department (Neon, June 1994:1).
The new government stands committed to early childhood
development. The care and development of infants and young
children is seen to be the foundation of social relations
and the starting point of a national human resource
development strategy. Policy proposals outlined by the
Department of Education in the Draft White Paper recommend
that: “The care and development of infants and young children must be the foundation of social relations and the starting point of a national human resource development strategy ..... The new
national department is planned to have a directorate for Early Childhood Development and Lower Primary Education, in the light of
continuity in developmental approaches to the young child and the need for a reshaping of curricula and teaching methodology for the early years of school …… The year 1995 should be used mainly for planning the development of the reception year……” (Republic of South Africa, 1994:20).
As far back as 1981, the De Lange Commission stated that
without a corps of well-trained and talented teachers, any
attempts aimed at realizing the potential of a country's
inhabitants, improving the quality of life of its citizens,
promoting economic growth and providing an equal system of
education, cannot be successful. No other single factor
determines to such an extent the quality of education in a
country, as the quality of the corps of its teachers (HSRC,
1981:59 & 180).
It is anticipated that the demand for teachers is likely to
increase as a result of the phasing-in of compulsory
education commencing with the class one child, the
introduction of a reception class year, reduction of class
sizes to 40 pupils and the enrolment of out-of-school
children. Trained manpower will prove to be a major problem
and an accelerated programme of teacher education to meet
quantitative needs, without compromising quality, will be
essential, in order to successfully implement a reception
class year, ensure a better distribution of qualified
teachers and cater for ever-increasing numbers of school-going
children. Major structural changes will, therefore,
be needed in the preparation and development of teachers.
It is within the context of this background information,
that this study has been conducted, namely to develop
appropriate teacher-training structures for the foundation
phase of education, with particular reference to the
reception class year. The specific purposes of the study were:-
* to review pre-primary provision; * to review current teacher-training structures and assess priorities and needs for developing
appropriate methods of professional training; * to compare pre-primary provision and teacher-training policy with that of developing and developed countries; * to develop strategies to train and accredit teachers through a shortened PRESET structure; * to upgrade existing teacher qualifications through an approved INSET structure; * to analyse the feasibility of the proposed strategies for the KwaZulu-Natal region. The study involved an analysis of the NEPI sectoral reports on Early Childhood Educare and Teacher Education, the ERS and the KwaZulu-Natal Interdepartmental Working Groups'
Discussion Documents. In addition, other relevant reports
and working papers have also been consulted.
Viable options for the training of teachers for the foundation phase of education which emerged from the study were: * the establishment of links between non-formal and formal training programmes; * the development of a modular career path for the coordinated training of teachers through INSET; * the development of a 5-year plan for the phasing in of qualified teachers through PRESET and INSET; * the development of an appropriate course structure; * an outline of governance and control. The main recommendations made in the study include the following:- * the obtaining of a Reception Class Diploma which will allow experienced educare workers to obtain
a formally-recognised diploma in reception class education, part-time, whilst currently employed as a teacher; * the recognition of such a diploma should the student not wish to study further; * the upgrading and revitalising of lower primary school teachers currently in service; * the obtaining of a 3-year diploma through an inverted '2+2' teacher-training model which will, inter alia, allow the student to obtain 'on the job' training whilst studying on a part-time basis; * a simplified qualifications structure; * the implementation of a 5-year plan for the phasing-in of qualified teachers; * a collaborative strategy with accredited NGOs who will assist with the training of teachers
* a modularised curriculum * the establishment of a Resource and Training Centre for teachers. / Thesis (M.Ed.)-University of Natal, 1995.
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Supporting foundation phase professional development : a self-study of a Head of Department.Khan, Rashida Bebe. January 2012 (has links)
This personal history self-study focuses on supporting Foundation Phase teacher learning
through professional development in an Independent school context in South Africa. In engaging
in this study I am the main research participant who takes the reader through the passages of my
early childhood experiences, my schooling, and my training as a student teacher and my practice
of being a teacher and a Head of Department at an Independent Muslim School. I investigate how
I can use a deeper understanding of my personal history to enhance my understanding of my
professional practice and thus to better support Foundation Phase teacher learning through
professional development strategies and initiatives in my particular Independent school context.
Through this process of deliberate remembering, I uncover many hidden experiences of my early
learning, and of becoming a professional, which have impacted on my present practices as
teacher and Foundation Phase Head of Department. Key themes that emerge are: a) guidance and
inspiration from family; b) evolving from teacher centredness to learner centredness; c) deep-rooted
intrinsic motivation; d) teacher mentoring and collaboration; and e) developing greater
self esteem and freedom of expression. From these themes I develop questions to spur me on in
supporting teacher learning through professional development initiatives in my school context,
allowing me to revisit my existing practice. This study illustrates how our lived experiences have
helped to shape and continue to reshape our practices as teachers and school managers. The study
also shows how we can learn from our personal histories in order to enable us to develop our
pedagogical and managerial capacities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological StudyAnderson, Ingrid Mari 04 December 2014 (has links)
Since 2011, the state of Oregon has embarked on a comprehensive educational policy change to create a unified birth to twenty educational system. As part of the birth to age five early childhood and family investment strategy, mandated participation in Oregon professional development system is required for all early childhood educators working in Office of Child Care licensed programs. To date, research on early childhood educators' experience in professional development systems has focused primarily on experiences with regulatory systems. This hermeneutic phenomenological study explored how four early childhood educators made meaning of their experiences of professional engagement in Oregon's state professional development system.
As a researcher-participant, I conducted a two-part interview with these early childhood educators. First, we revisited the experience of the professional development journey in collage, followed by narrative semi-structured interviews. The researcher employed Dahlberg's (2006) concept of "bridling the experience" (p. 16) as a way to develop an understanding of early childhood educators' professional practice and the intersection between practice and professional engagement in Oregon's professional development system for childhood care and education. The collage and narrative dialogues illuminated the essence of each individual's experience. Experiences such as the intersection of personal professional self, acts of professional engagement, and the emotional nature of participants' work all emerged from the collage and interview process. Three essential themes emerged from the data interpretation and discussion, namely, (a)Personal and Professional Self: Intertwining Personal Experience and Professional Identity, (b)Curves Ahead: Maneuvering Rivers, Roads, and Paths, and (c)The Journey and the System are Asynchronous: "You Guys Figure that Out, Good Luck." Through the emergence of essential themes, participants demonstrated that their experiences while unique also shared common characteristics of what it means to be an early childhood educator in Oregon living with policy in the classroom. It is now the turn of policy makers and program managers of Oregon's professional development system to recognize the strength and wisdom of the voices in the early childhood classroom.
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