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Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools
Early Childhood Education Journal ( IF 1.656 ) Pub Date : 2021-06-21 , DOI: 10.1007/s10643-021-01229-7
Angela Roybal-Lewis

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.



中文翻译:

走向熟练:幼儿教师候选人和专业发展学校的扎根理论研究

对幼儿教师发展、教师候选人和培养未来教师的专业人员的需求不断增加。尽管探究涉及高风险的教师发展,但仍需要对幼儿专业发展学校的计划进行研究,以作为调解不断增长的需求的途径。本研究的目的是开发一个框架来评估教师候选人的发展,该框架与专业发展学校教师效率的国家衡量标准相一致。建构主义扎根理论(Charmaz,构建扎根理论,Sage,2014)指导了四十三个半结构化访谈的收集和分析。确定了三个相互关联的类别的理论框架:敬业教师候选人、专业教师候选人和反思教师候选人。更进一步,确定了教师候选人发展中七个相互关联的子类别:建立关系、课堂管理、教学技术方面、教师质量标准、专业倾向、自我反思和目标设定。总体框架被命名为“熟练教师候选人”。该框架将根据与专业发展学校相关的发展分类进行评估。

更新日期:2021-06-22
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