Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children. Preschool Policy Brief. Issue 22

Autor/inn/en	Whitebook, Marcy; Ryan, Sharon
Institution	National Institute for Early Education Research
Titel	Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children. Preschool Policy Brief. Issue 22
Quelle	(2011), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Teacher Characteristics; Early Childhood Education; Preschool Teachers; Teaching Methods; Young Children; Teacher Education Programs; Teaching Skills; Teacher Competencies; Educational Policy; Databases; Teacher Qualifications; Educational Quality; Educational Environment; Professional Development; Teacher Salaries + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Politics of education; Bildungspolitik; Datenbank; Lehrqualifikation; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerbesoldung; Lehrervergütung
Abstract	Preschool teachers play a critical role in children's development yet there is little agreement about how to codify teacher knowledge and skill. This brief argues that too much attention has been given to debating the baseline of qualifications required of preschool teachers (e.g., AA vs. BA), failing to take into account the precise nature of the education that teachers have received en route to their degrees, support for ongoing learning, and the effects of the workplace environment on their teaching practice. This brief is intended to illuminate these questions and provide recommendations that can lead to their resolution. (Contains 72 endnotes.) (As Provided).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10