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A model for the induction of beginning early childhood educators.
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p>This purpose of this study was to understand the experiences and needs of beginning early childhood educators in British Columbia. Utilizing a mixed methods approach, the research involved 114 beginning educators who took part in an online questionnaire, 11 of whom also participated in semistructured interviews. The key findings were that the wor...
Context in source publication
Context 1
... model is future oriented and implies that change is needed in order to move to a system where all beginning educators are supported. In this model (see Figure 1), beginning educators are positioned in the first circle, representing their importance and the significance of the support they should receive. Beginning educators who participated in this study indicated that the work was both overwhelming and deeply satisfying. ...
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Citations
... These programs can support educators throughout their experiences in the profession. In both New Zealand and England, mentoring frameworks were employed to support each new teacher in their classroom (Doan, 2016). In Australia, a model was designed specifically to enhance early literacy teaching skills for teacher across a wide variety of experiences, from first year teaching to teaching with over 30 years of experience. ...
The mentoring and evaluating process enhances quality of teachers’ serving in early childhood programs. The Early Educator Support (EES) Program is a new model of mentoring and coaching that aims to lend support to PreK teachers’ working in nonpublic school settings. In this qualitative study, we examined the lived experiences of 12 mentors and evaluators serving in the EES program using in-depth individual interviews. It examined closely why mentors and evaluators want to work within the EES program, specifically looking at motivators and facilitators that engage them in their current role. Certain common themes emerged from the qualitative data analysis; evolving as a professional, prior experiences that motivated and facilitated their desire to become mentor/evaluators and utility of individualized mentoring strategies for teachers. In conclusion, strengths and limitations of the study are discussed as well as implications for the field of early childhood care and education.
The peer-mentoring program for early childhood educators in British Columbia, Canada, is designed to support and encourage educator efficacy, professional identity development, as well as the retention of early childhood educators. This program involves individual communities of practice (CoP), that meet monthly, in 35 communities across BC. Within each CoP, educators are paired up with a peer-mentor, whom they meet with once a month. This model of support has shown to be helpful in building the capacity of early childhood educators, individually, as well as collectively. Each CoP has a facilitator who works with the educators to determine the areas of professional development that they are interested in. Rather than a one-time workshop, this model allows for continuous exploration and involvement with topics and ideas that support the educators’ pedagogical practices. In addition, educators in this program share resources that support their pedagogical practices, which positions educators as knowing, as well as having agency, which challenges dominant images of educators (Moss, 2017). This program of support provides time and space for educators to explore challenges, concerns, issues, and questions related to their role. This includes relationships with children, families, and with each other. It also includes thoughtful considerations of theories that inform early learning and care, and include the British Columbia Early Learning Framework, as well as the Indigenous Early Learning and Child Care Framework. Educators in this program benefited from the relational aspect of the time together, and spoke about the importance of confidentiality within the CoP. Learning and reflecting happened from within the CoP, as well as the peer-mentor pairs. Through sharing perspectives, educators developed professional friendships, and felt valued and heard, which impacted their educator efficacy and professional identity development positively. The pedagogical practices of the educators were supported, enriched, and further developed through participation in this peer-mentoring community of practice.
During outdoor activities, children have the freedom to shape circumstances and maintain their interest regarding their values, and learning entails the production of new ideas which enable us to comprehend the world from another perspective. Previous research underlines the intrinsic connection between children and nature which encourages them to be physically active. To develop intellectually, emotionally, socially and morally, the child also requires active participation in progressively more complex interactions with persons, objects and symbols in their immediate environment. This is the focus of bio-ecological theory which positions the child in the middle of the ecosystem. From the post-humanism perspective, nature is also seen as a place for people to be free from social regulations, therefore incorporating post-human and/or more-than-human frameworks in early years and early childhood education is an important and timely progression. This chapter will discuss bio-ecological and other theories focusing on the impact of the environment, nature as a key, and roles in nature-related activities of children.
Early childhood teacher education in Canada varies, as education is determined at the provincial and territorial levels. This creates challenges as there is a diversity of required education levels for educators, funding levels, and curriculum types. Several provinces have adopted early learning frameworks which have helped to shed light on the importance of early learning. In addition, there is a heightened awareness of Canada’s history with Indigenous people, including the impact of residential schools. Across Canada, there is a shortage of qualified early childhood educators (ECEs), and in BC, 50% of beginning ECEs leave the field within the first five years of work (Early Childhood Educators of British Columbia, 2012). Recent research on peer-mentoring, has shown that through participation in communities of practice, educators’ professional identity development is supported and teacher efficacy improves (Doan, 2019).
This study presents a contemporary overview of practicums as a key element in research on early childhood teacher education (ECTE). Based on a semi-systematic literature review, this study asked what kind of research informs practicums and how. The search identified 81 articles in peer-reviewed journals, which were categorised and thematically analysed according to focus, countries in which the research was undertaken, methodologies, participants and outcomes. Four major themes emerged: the position of student teachers, competent and ethical supervision, teacher educators as practicum designers and the construction of collective spaces to aid practicum learning and teaching. This review of practicums in research reveals the dominance of countries that produce more scientific research and calls for more scholarship exploring the perspectives of principals and children. This review offers teacher educators and researchers new insights into theory-practice complexities in ECTE practicums and argues for a more democratic enactment of practicum models.
In most majority countries, early childhood educators' work occurs in a context increasingly dominated by neoliberal logic. A large body of literature emphasises that neoliberalism flourishes in society by fuelling mutual distrust and competition among people to pursue individual performance and material gain. This system has crept into education systems which were set up with very different philosophies, becoming an intrinsic part of educators' work, negatively affecting the educators and their image of themselves. Utilising a variety of qualitative methodologies, this paper reports on research projects undertaken in three countries that highlight some of the neoliberal barriers to quality early childhood education and care (ECEC). It also offers ways forward to support educators within this context.
