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PROFESSIONALIZATION OF TEACHERS OF PRESCHOOLS
ICERI proceedings, 2016The issues of professionalization of teaching are considered to be the exclusive domain of education, because the main activity of teachers is situated in the realm of education. The role of a kindergarten teacher varies not only at school or in a classroom, but also in the whole society.
Deutscherová, Beáta +1 more
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2014
The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching ...
Tatalović Vorkapić, Sanja +2 more
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The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching ...
Tatalović Vorkapić, Sanja +2 more
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Teachers' Judgments of Preschoolers' Creativity
Perceptual and Motor Skills, 1986This study investigated the relationship of objective measures of preschoolers' ideational fluency and intelligence to teachers' ratings of creativity and desirability. The sample of 60 4-yr.-olds and 39 teachers were from six classrooms. Teachers' ratings of creativity were related to measures of intelligence ( r = .46, p < .001) but not to ...
M W, Nicholson, J D, Moran
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Experiences of Male Preschool Teachers and Becoming a Preschool Teacher
2023The preschool period, which covers the first years of life, is a process in which the learning potential is quite high, the first knowledge, skills and experiences are acquired and the foundations of personality are laid. The role of preschool teachers is very important in children's learning and development processes. Preschool teachers, children
USTA, Gizem, SAPSAĞLAM, Özkan
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Preschool STEM Activities: Preschool Teachers’ Preparation and Views
Early Childhood Education Journal, 2020The aim of this study was to determine preschool teachers' STEM training, STEM classroom activities, lesson planning processes, problems, and evaluation strategies and methods during activities. The study sample consisted of 20 preschool teachers. Participants were recruited using criterion sampling, which is a purposive sampling method.
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Estonian preschool teachers' views on learning in preschool
Early Child Development and Care, 2013As in many Western countries, children's learning in the curriculum of Estonian Early Childhood Education is seen as a lifelong process, wherein the teacher is primarily a guide to children's active learning. Thus, a child-centred approach to learning is valued in the national curriculum, but our interest was whether this approach is fixed in the ...
Aino Ugaste +3 more
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Preschool teachers' perspectives on planning and documentation in preschool
Early Child Development and Care, 2014This article is based on a research project focusing on Norwegian teachers' planning and documentation of children's learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the article is to investigate teachers' experiences of challenges,
Torgeir Alvestad, Sonja Sheridan
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The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses
Early Years, 2003The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions.
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Preschoolers’ Difficult Questions and Their Teachers’ Responses
Early Childhood Education Journal, 2019This qualitative study examined preschoolers’ difficult questions and their teachers’ responses to them. Data were gathered via interviews with 324 preschool teachers, who were asked two questions: “Could you please share the questions you have been asked by preschoolers in your classroom that were difficult for you to answer?” and “How did you answer ...
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