Critical issues in early childhood teacher education. international perspectives Volume 2 :

In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions...

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Bibliographic Details
Other Authors Jones, Ithel (Editor), Lin, Miranda (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, Inc., [2020]
Subjects
Early childhood teachers > Training of.
Education > Schools > Levels > Early Childhood (incl. Preschool & Kindergarten)
Early childhood care and education.
Pre-school and kindergarten.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806605378
DOI10.1108/978-1-64113-742-3
Physical Description1 online resource (248 pages)

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Table of Contents:
  • Volume 2--Introduction: Critical issues in early childhood teacher education / Ithel Jones and Miranda Lin
  • Chapter 1. Resisting the schoolification epidemic in early childhood education: Why the 3 rs of rights, research, and reflection must continue to be the propellers for reconceptualizing initial early childhood teacher education / Emer Ring, Lisha O'Sullivan, and Eugene Wall
  • Chapter 2. Quality in the early years: An English perspective / Kathryn Peckham
  • Chapter 3. The educator is political: Exploring the role of postsecondary early childhood education programs as places of political inquiry and practice in the contemporary canadian ecec context / Brooke Richardson, Jane Hewes, and Monica Lysack
  • Chapter 4. Blended learning in initial teacher education: Creating a community of reflective learners / Lorraine Duffy
  • Chapter 5. The vicious circle of ecec dichotomy: How dichotomy in and focus of initial professional preparation programs preserve the segregation between care and education / Konstantina Rentzou
  • Chapter 6. Practicum or field experiences as a critical aspect of early childhood teacher preparation: What works, what requires attention? / Mary Moloney
  • Chapter 7. Learning to do reflective practice: Does an intensive preservice practicum help educator-candidates become reflective practitioners? / Nathalie Bigras, Joanne Lehrer, Julie Dion, Lise Lemay, Cynthia Gagnon, and Rodrigo Quiroz
  • Chapter 8. Preparing global educators: The development of intercultural sensitivity and cultural empathy during an international student-teaching internship in Nepal / Samara Madrid Akpovo, Nikki Baldwin, and Shashidhar Belbase
  • Chapter 9. What educational practices concerning the development of oral communication promote the use of complex language structures by 3 to 5-year-old children? / Nancy Allen, Nathalie Bigras, and Johanne April
  • Chapter 10. Perception of children's language diversity and their acceptance among teachers in Slovakia: Research findings / Zlatica Jursová Zacharová, Miroslava Lemesová, Lenka Sokolová, and Marian Groma
  • Chapter 11. Media educational consciousness of early childhood student teachers: A critical case-description and a suggestion for a cross-curricular framework / Pekka Mertala and Saara Salomaa
  • About the authors.

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