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ERIC Number: EJ1022243
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1090-1027
The State of Teacher Research in Early Childhood Teacher Education
Castle, Kathryn
Journal of Early Childhood Teacher Education, v34 n3 p268-286 2013
The purpose of this descriptive study was to show the extent to which early childhood teacher educators are informed about, engage in, teach about, value, and collaborate with others in teacher research. Teacher research was defined as research (systematic data collection and analysis) teacher educators do on their own, primarily to better understand their own teaching and/or for the purpose of improving teaching and learning in the teacher education program. Three data sources informed the study: survey responses (97 respondents from the National Association of Early Childhood Teacher Educators membership); in depth interview responses (seven participants recruited from the survey); and content analysis of "Journal of Early Childhood Teacher Education" issues from 1990-2010, focusing on the frequency of teacher research articles appearing in the journal. Findings indicate that early childhood teacher educators are knowledgeable about teacher research, teach about it primarily at the graduate level, engage in teacher research alone and with others, share and publish teacher research results, participate in teacher research communities, and view teacher research as a high priority in their own professional development, their teaching, their students' learning, and in the field, despite the difficulties of doing it. Implications are drawn for early childhood teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A