Effective teaching strategies: Pre-service teachers' experiences in team taught courses in an interdisciplinary Early Childhood teacher education program

被引：2

作者：

Coleman, Heather ^{[1
]}

Boit, Rachel ^{[2
]}

Butterworth, Lisa ^{[1
]}

La Paro, Karen ^{[2
]}

Ricks, Tyla ^{[2
]}

Hestenes, Linda ^{[2
]}

Ozdemir, Merve ^{[1
]}

Aal-Anubia, Aliyah Janeen ^{[2
]}

机构：

[1] Univ North Carolina Greensboro, Dept Specialized Educ Serv, Greensboro, NC USA

[2] Univ N Carolina, Dept Human Dev & Family Studies, Greensboro, NC USA

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 121卷

关键词：

Team teaching; Early childhood; Early childhood special education; Teacher preparation; Collaboration; PERSPECTIVES; HISTORY;

D O I：

10.1016/j.tate.2022.103937

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher preparation programs support the development of effective early childhood (EC) teachers through multiple methods. Team teaching is one approach that may facilitate students' learning and understanding. The current study collected data from 55 pre-service teachers to examine their perspectives on their experiences in team taught courses in an interdisciplinary EC program. A qualitative and quantitative approach was used to analyze survey items so that data from both close-ended and open-ended questions contribute to the findings about practices being modeled and benefits and challenges in team taught classes. Strategies to support this instructional approach in teacher preparation programs are discussed.

引用

页数：10

共 36 条

[1]

Al-Saaideh M., 2010, Journal of Instructional Psychology, V37

[2]

[Anonymous], 2009, Early childhood inclusion: A joint position statement of the Division for Early Childhood and the National Association for the Education of Young Children

[3]

[Anonymous], 2002, Proceedings of the 2nd International Workshop on Mycosphaerella leaf spot diseases, P1

[4] Student teachers' team teaching: Models, effects, and conditions for implementation [J].

Baeten, Marlies ;

Simons, Mathea .

TEACHING AND TEACHER EDUCATION, 2014, 41 :92-110

[5] Advancing High-Quality Preschool Inclusion: A Discussion and Recommendations for the Field [J].

Barton, Erin E. ;

Smith, Barbara J. .

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION, 2015, 35 (02) :69-78

[6] Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform [J].

Blanton, Linda P. ;

Pugach, Marleen C. ;

Boveda, Mildred .

JOURNAL OF TEACHER EDUCATION, 2018, 69 (04) :354-366

[7] A History of EI/ECSE in the United States: A Personal Perspective [J].

Bricker, Diane ;

Xie, Huichao ;

Bohjanen, Sharon .

JOURNAL OF EARLY INTERVENTION, 2018, 40 (02) :121-137

[8]

Brownell M.T., 2011, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, V34, P235, DOI DOI 10.1177/0888406411404570

[9] The Best of Both Worlds: Combining ECE and ECSE Philosophies and Best Practices Through a Coteaching Model [J].

Chiasson, Kari ;

Yearwood, Jo-Anne ;

Olsen, Glenn .

JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, 2006, 27 (03) :303-312

[10]

Creswell J. W., 2018, Research design: Qualitative, quantitative, and mixed methods approach, V5th

← 1 2 3 4 →