Exploring Early Childhood Teacher Education: Implications for Policy and Practice

Autor/in	Al-Hassan, Omayya M.
Titel	Exploring Early Childhood Teacher Education: Implications for Policy and Practice
Quelle	In: Educational Research for Policy and Practice, 19 (2020) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-019-09245-6
Schlagwörter	Early Childhood Teachers; Foreign Countries; Teacher Education Programs; Educational Quality; Cross Cultural Studies; Research Needs; International Cooperation; Specialists; Educational Improvement; Jordan + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; Quality of education; Bildungsqualität; Cultural comparison; Kulturvergleich; Forschungsbedarf; Internationale Kooperation; Internationale Zusammenarbeit; Teaching improvement; Unterrichtsentwicklung
Abstract	This paper introduces a study that examined the difficulties faced in an early childhood teacher education program at one of the universities in Jordan. A qualitative research approach has been opted utilizing the in-depth interviewing and grounded theory methodology. The study revealed that the students faced different types of difficulties in academic and financial matters, status of early childhood education, and field training. Based on the study findings, there are some suggestions to policy makers and teacher educators and specialists that could contribute to the improvement and development of early childhood teacher education. It has been recommended that further research on teacher preparation, particularly concerning early childhood education programs, is essential. Moreover, cooperation and cross-cultural studies between early childhood education specialists from different countries are required to enhance the status and quality of early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01