Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method

2008 ◽  
Vol 35 (6) ◽  
pp. 531-542 ◽  
Author(s):  
D. Michael Malone
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher ◽  
Personal Learning ◽  
Learning Plan ◽  
Personal Learning Plan

scholarly journals Inquiry on early childhood teachers preparation and retention

2017 ◽  
Vol 38 (3) ◽  
pp. 61-72
Author(s):  
Krystyna Nowak-Fabrykowski ◽  
Mary Lou Aylor
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Professional Preparation ◽  
Early Childhood Educators ◽  
Early Childhood Teacher

The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

2016 ◽  
Vol 45 (6) ◽  
pp. 821-830 ◽  
Author(s):  
Teressa C. Sumrall ◽  
Catherine Scott-Little ◽  
Karen M. La Paro ◽  
Robert C. Pianta ◽  
Margaret Burchinal ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Early Childhood Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Key Features

Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

2011 ◽  
Vol 32 (4) ◽  
pp. 355-366 ◽  
Author(s):  
Susan P. Maude ◽  
Mary Jane Brotherson ◽  
Jean Ann Summers ◽  
Elizabeth J. Erwin ◽  
Susan Palmer ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher
Sign in / Sign up

Export Citation Format

Share Document