scholarly journals Process mediates structure: The relation between preschool teacher education and preschool teachers’ knowledge.

2017 ◽  
Vol 109 (3) ◽  
pp. 338-354 ◽  
Author(s):  
Sigrid Blömeke ◽  
Lars Jenßen ◽  
Marianne Grassmann ◽  
Simone Dunekacke ◽  
Hartmut Wedekind
Keyword(s):  
Teacher Education ◽  
Preschool Teachers ◽  
Preschool Teacher ◽  
Preschool Teacher Education

scholarly journals Linguistic norms in preschool education: A critical perspective

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Åsa Wedin ◽  
Jenny Rosén
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Language Ideologies ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Language Diversity ◽  
Critical Perspective ◽  
Individual Interviews ◽  
Teacher Students

The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools

scholarly journals Situating ICT in early childhood teacher education

2020 ◽  
Author(s):  
Davoud Masoumi
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Teacher Educators ◽  
Preschool Teachers ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Preschool Teacher ◽  
Next Generation ◽  
Focus Group Study ◽  
Childhood Education

AbstractPreparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.

scholarly journals Preschool Teacher Education As An Example Of Open Social System

2017 ◽  
Vol 12 (2) ◽  
pp. 81-90 ◽  
Author(s):  
BELKIS TEKMEN
Keyword(s):  
Teacher Education ◽  
Social System ◽  
Social Systems ◽  
Preschool Education ◽  
Economic Benefits ◽  
Educational Systems ◽  
Preschool Teacher ◽  
Selection Policy ◽  
Preschool Teacher Education ◽  
The Impact

With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers’ education is becoming more focused on in recent years. Moreover, other than the studies focus on providing evidence for the impact of the preschool education on the children outcomes, studies showing large benefits occur only when teachers are professionally prepared and adequately compensated are also increased. On the other hand, studies focusing on the program evaluation or educational systems mainly consider the issue from a more structured and multidimensional view. In this respect, as an example of open social systems, teacher education depends on many interrelated components that affect each other directly or indirectly. The aim of this study is to review and discuss some of these components of preschool teacher education Turkish context such as the student selection policy, faculty development, recruitment policy and competencies of the graduates. Current issues of preschool teacher education are reviewed within the light of the research and related documents in order to understand the context within a macro perspective.Keywords: Preschool teacher education, educational policy, open social system, Turkish context

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