Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges-Reference-Cited by-同舟云学术

Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges

Published:2020-03-04 Issue:3 Volume:42 Page:245-264
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Jung Jeesun¹,Recchia Susan²,Ottley Jennifer³^ORCID

Affiliation:

1. Early Childhood Education Program, Department of Teacher Education, Patton College of Education, Ohio University, Athens, Ohio, USA

2. Early Childhood Special Education Program, Department of Curriculum and Teaching, Teachers College, Columbia University, New York, New York, USA

3. Coordinator of Early Childhood Education/Early Childhood Special Education Graduate Program, Early Childhood Special Education Program, Department of Teacher Education, Patton College of Education, Ohio University, Athens, Ohio, USA

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2020.1735585

Reference45 articles.

1. Fieldwork With Infants: What Preservice Teachers Can Learn From Taking Care of Babies

2. Childcare workers’ and centre directors’ beliefs about infant childcare quality and professional training

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1. Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers;Early Years;2024-03-27

2. Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience;Early Years;2023-05-27

3. An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates;Early Years;2023-05-27

4. Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice;Early Years;2023-05-03