Moving towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools

Autor/in	Roybal-Lewis, Angela
Titel	Moving towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools
Quelle	In: Early Childhood Education Journal, 50 (2022) 6, S.913-924 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roybal-Lewis, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01229-7
Schlagwörter	Early Childhood Teachers; Preservice Teachers; Professional Development Schools; Student Development; Teacher Effectiveness; Constructivism (Learning); Grounded Theory; Interpersonal Relationship; Classroom Techniques; Teaching Methods; Educational Quality; Academic Standards; Teacher Characteristics; Reflection; Goal Orientation; Taxonomy + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Zielorientierung; Zielvorstellung; Taxonomie
Abstract	Demands placed on early childhood teacher development, teacher candidates, and professionals who prepare future teachers, continue to increase. Although inquiry addresses high-stakes teacher development, research on programs in early childhood professional development schools as a pathway to mediate the increased demand is needed. The purpose of this study is to develop a framework to evaluate teacher candidate development that is aligned with state measures of teacher effectiveness in a professional development school. Constructivist grounded theory (Charmaz, Constructing grounded theory, Sage, 2014) guided the collection and analysis of forty-three semi-structured interviews. A theoretical framework of three interrelated categories was identified: "Engaged Teacher Candidate," "Professional Teacher Candidate," and "Reflective Teacher Candidate." Even further, seven interrelated sub-categories in the teacher candidates' development were identified: establish relationships, classroom management, technical aspects of teaching, teacher quality standards, professional dispositions, self-reflection, and goal setting. The overarching framework was named "Proficient Teacher Candidate." The framework will be evaluated against a taxonomy of development in relation to a professional development school. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01