Situating ICT in early childhood teacher education

Education and Information Technologies - Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital...     

Creativity: a reaffirmation of its place in early childhood education

At a time when early years educators feel under increasing pressure from the government to adopt more formal approaches to learning, this article sets out to reaffirm the importance of developing each child's creative capacity to the full. The point is made that through the application of creative capacity a vital dimension of human intelligence is demonstrated. It is argued that creative growth is too often hampered by misunderstandings that continue to distort the relationship between creativity and education. Issues that are vital to the development of understanding about the nature of creativity are made explicit and the conditions most likely to promote creative thought and action are identified. In the interest of clarity the term ‘early years’ will be applied to children between the ages of three and eight in diverse educational settings.     

关于数学教师教育的若干思考（续）

剖析了当前我国数学教师教育中存在的若干问题,并提出了一些改进的思路与方法．     

Personal epistemology and relational pedagogy in early childhood teacher education programs

Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice.     

The mathematics teacher in shadow education: a new area of focus in teacher education

Journal of Mathematics Teacher Education - This paper presents a discussion on a new focus area in mathematics teacher education, namely the mathematics teacher in shadow education (SE mathematics...     

幼儿教育中自然资源的开发与利用

儿童是自然之子,自然是儿童生命的摇篮.在幼儿教育中,大自然提供了丰富的教育资源,创造了美好的教育环境,促进了儿童全面和谐的发展.应该充分开发和利用自然资源,引领儿童走向自然,体验自然,创设一个富有自然气息的教育环境,让儿童全面和谐地发展.     

The new Turkish early childhood teacher education curriculum: a brief outlook

This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum     

Practicum pairs: an alternative for first field experience in early childhood teacher education

This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood pre‐service teacher education programs at a large metropolitan Australian university were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi‐structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful.