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“I Need You to Show Me:” Coaching Early Childhood Professionals
Early Childhood Education Journal ( IF 1.656 ) Pub Date : 2021-03-15 , DOI: 10.1007/s10643-021-01172-7
Heather F. Taylor , Laura S. McCorkle , Amanda R. Vestal , Charles L. Wood

In most states, Early Childhood Educators (ECEs) with a Birth-Kindergarten teaching license serve as both the general education teacher and special education teacher for children and their families in inclusive early childhood education (ECE) settings. Prior research suggests that inclusive programming does not guarantee these ECE settings are high-quality. Although evidence-based practices (EBP) and the Division of Early Childhood (DEC) Recommended Practices (RPs) have been established, a research-to-practice gap still exists in the inclusive, ECE classroom. Additional research indicates that coaching teachers may influence their implementation of EBPs in classrooms. This study provided early childhood educators (ECEs) the opportunity to share their perceptions about the support they receive from mentors and evaluators, as well as report the specific aspects of coaching needed to be successful while working in inclusive pre-kindergarten (Pre-K) classrooms. Qualitative research methods using an ethnomethodological framework were used to examine ECEs’ responses to semi-structured questions. Findings from this study can inform a prospective coaching model that includes explicit modeling, a deeply reflective component, and an array of professional development (PD) opportunities.



中文翻译:

“我需要你给我看:”指导幼儿专业人士

在大多数州,具有包容性幼儿教育(ECE)设置的具有出生幼儿园教学许可的幼儿教育者(ECE)既是儿童及其家庭的通识教育教师,又是儿童及其家庭的特殊教育教师。先前的研究表明,包容性编程不能保证这些ECE设置是高质量的。尽管已经建立了循证实践(EBP)和幼儿部(DEC)推荐实践(RPs),但在包容性ECE教室中,研究与实践之间的差距仍然存在。进一步的研究表明,辅导老师可能会影响他们在课堂上实施EBP的情况。这项研究为幼儿教育者(ECE)提供了机会,分享他们对他们从导师和评估者那里获得的支持的看法,并报告在包容性幼儿园前(Pre-K)教室中工作时需要取得成功的教练的具体方面。使用民族方法框架的定性研究方法被用来检验欧洲经委会对半结构化问题的回答。这项研究的发现可以为预期的教练模型提供参考,该模型包括显式建模,深刻的反思成分和一系列的专业发展(PD)机会。

更新日期:2021-03-15
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