ERIC Number: EJ1176473
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Understanding Preservice Teachers' Perceived Preparedness to Work with Chronically Ill Young Children
Stalls, Juliann; Hegde, Archana V.; Ballard, Sharon M.
Journal of Early Childhood Teacher Education, v39 n2 p169-180 2018
Many young children in the United States are faced with chronic illnesses that cause them unique challenges. It is imperative that all members of children's support systems feel prepared to help meet those challenges. One integral component of this support team for children are their teachers. The purpose of this study was to assess preservice early childhood teachers' perceived preparedness to work with chronically ill children. Additionally, the study explored preservice teachers' ideas about the resources needed to effectively work with chronically ill children. Data were gathered from 32 preservice teachers pursuing a degree and licensure in Birth through Kindergarten (BK) education within a southeastern state university. A survey encompassing closed and open-ended questions related to perceived preparedness was utilized for the study. Results indicated that preservice BK teachers do not feel highly prepared to care for children who are chronically ill in their classroom. Preservice BK teachers suggested that additional classes, seminars, and experiences with chronically ill children would improve their feelings of preparedness. Implications regarding teacher education are discussed.
Descriptors: Chronic Illness, Special Needs Students, Preservice Teachers, Student Attitudes, Preschool Education, Early Childhood Education, Student Surveys, Teacher Competencies, Preservice Teacher Education, Questionnaires, Statistical Analysis, Teacher Characteristics, Age Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A