Studying Teachers in Early Childhood Settings. Contemporary Perspectives in Early Childhood Education.

Sonst. Personen	Saracho, Olivia N. (Hrsg.); Spodek, Bernard (Hrsg.)
Titel	Studying Teachers in Early Childhood Settings. Contemporary Perspectives in Early Childhood Education.
Quelle	(2003), (235 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-931576-86-6
Schlagwörter	Accountability; Cognitive Style; Creative Teaching; Early Childhood Education; Educational Innovation; Foreign Countries; Higher Education; Preschool Teachers; Preservice Teacher Education; Teacher Attitudes; Teacher Characteristics; Teacher Competencies; Teacher Influence; Teacher Knowledge; Teaching Skills; Japan + Suchen Sie Ihr Suchwort? Verantwortung; Cognitive styles; Kognitiver Stil; Creative thinking; Teaching; Kreatives Denken; Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Instructional innovation; Bildungsinnovation; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM)
Anmerkungen	Information Age Publishing, P.O. Box 4967, Greenwich, CT 06831 (hardback: ISBN-1-931576-87-4, $65.25; paperback: ISBN-1-931576-86-6, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC