Literaturnachweis - Detailanzeige
| Autor/inn/en | Vilches, Silvia L.; Pighini, Maria J.; Stewart, Mary J.; Rossa-Roccor, Verena; McDaniel, Beth |
|---|---|
| Titel | Preparing Early Childhood Educators/Interventionists: Scoping Review Insights into the Characteristics of Rural Practice |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 1, S.17-29 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vilches, Silvia L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221150514 |
| Schlagwörter | Rural Areas; Early Childhood Teachers; Early Childhood Education; Special Education; Early Intervention; Preservice Teachers; Preservice Teacher Education; Teacher Persistence; Outreach Programs; Faculty Development; Teacher Recruitment; Job Satisfaction; Self Efficacy; Foreign Countries; United States; Canada Rural area; Ländlicher Raum; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Jobcoaching; Lehrerrekrutierung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Ausland; USA; Kanada |
| Abstract | Rural regions struggle to retain early intervention (EI), special education (SE), and early childhood education (ECE) supports for children with developmental delay and/or disability, yet there is little guidance to prepare pre-service students for rural practice. This exploratory scoping review of rural EI/SE/ECE practice in the United States and Canada, where EI for children birth to 8 years is part of the education and development continuum (as opposed to health), found four characteristics: a broader scope of practice, the importance of being a whole person, doing more outreach to engage families, and negotiating personal/professional boundaries. Retention is enhanced when educators feel effective and appreciated. Regionalized (not national) funding sources may be limiting disciplinary advances, and cultural/racial inclusivity, equity issues, travel, and distance barriers were under-studied. Cross-national variation in EI/SE/ECE terms impeded the search. Future research should highlight the unique multidisciplinary and multijurisdictional nature of rural EI/SE/ECE practice across the developmental span. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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