Understanding Preservice Teachers' Perceived Preparedness to Work with Chronically Ill Young Children

Autor/inn/en	Stalls, Juliann; Hegde, Archana V.; Ballard, Sharon M.
Titel	Understanding Preservice Teachers' Perceived Preparedness to Work with Chronically Ill Young Children
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1457577
Schlagwörter	Chronic Illness; Special Needs Students; Preservice Teachers; Student Attitudes; Preschool Education; Early Childhood Education; Student Surveys; Teacher Competencies; Preservice Teacher Education; Questionnaires; Statistical Analysis; Teacher Characteristics; Age Differences + Suchen Sie Ihr Suchwort? Chronic disease; Chronische Krankheit; Sonderpädagogischer Förderbedarf; Schülerverhalten; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülerbefragung; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Statistische Analyse; Age; Difference; Age difference; Altersunterschied
Abstract	Many young children in the United States are faced with chronic illnesses that cause them unique challenges. It is imperative that all members of children's support systems feel prepared to help meet those challenges. One integral component of this support team for children are their teachers. The purpose of this study was to assess preservice early childhood teachers' perceived preparedness to work with chronically ill children. Additionally, the study explored preservice teachers' ideas about the resources needed to effectively work with chronically ill children. Data were gathered from 32 preservice teachers pursuing a degree and licensure in Birth through Kindergarten (BK) education within a southeastern state university. A survey encompassing closed and open-ended questions related to perceived preparedness was utilized for the study. Results indicated that preservice BK teachers do not feel highly prepared to care for children who are chronically ill in their classroom. Preservice BK teachers suggested that additional classes, seminars, and experiences with chronically ill children would improve their feelings of preparedness. Implications regarding teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01