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Impactful Practice: Sharing Practice Amongst Early Childhood Teacher Educators

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Abstract:

The Early Childhood Education SIG finds the need to share practice that encourages not only preservice educators, but also program faculty to reflect and share practices that are clearly making an impact. In line with the ATE mission explaining, “ATE, as an individual membership organization, promotes quality teacher education through both exemplary clinical practice and research” (ATE, 2003), the Early Childhood Teacher Education SIG believes in providing impactful forms of teaching and learning. As teacher educators there are many influences on how we currently teach. As teacher educators we have a responsibility to share our practice (McGlynn-Stewart, 2012). This symposium allows for teacher educators in the Early Childhood Teacher Education SIG to share with colleagues some of their best practices. Shared practice leads to inquiry, evaluative understanding, acknowledgment, and reflexivity of teaching practice (Rismark, 2011. Various EC SIG members have contributed a “best practice” to share with fellow SIG members and others choosing to attend this session. The symposium is intended to be done in two sessions, where participants will provide examples of impactful practice.
Five presentations include: “The Push and Pull of Early Childhood Teacher Licensure in Ohio,” “Bring a Critical Thinker to Lunch,” “Universal Design for Learning (UDL) and UDL Lesson Planning,” and “Multiple Strategies for Providing Feedback to Pre-service Teachers.” Each presentation explores a concept that influences how and what we as early childhood teacher educators instruct. Intentionally, the platform of this symposium is designed to provide examples and ideas for instructional practice with an atmosphere that allows for general discourse and individual sharing.

Symposium 1
The first presentation describes the sequence of learning designed to prepare and guide preservice teachers through a community-engaged learning process. Emphasis is placed on students learning to unpack their own identity and create an alternative paradigm for the community positioned in a Housing Authority neighborhood. Students reveal their own deficit thinking as a stepping-stone of movement towards asset thinking. Multiple parts of this assignment are revealed along with examples of students reflections.

The second presentation will share an innovative approach to educator preparation for 21stcentury non-traditional learners who may be unable to participate in traditional face-to-face, on campus programs. A fully online educator preparation program that leads to Georgia teacher certification was initiated in January 2016. Using the Canvas Learning Management System as a virtual classroom and many of the resources available online, faculty provide courses that engage not only students but instructors as well. Although it requires substantial effort to create “class community” in the online environment, inclusion of small group work and synchronous instruction for key courses has proven to be effective strategies in encouraging student-to-student and student-to-faculty interaction.

The presentation of symposium centers around the primary goal of education professors providing instruction that challenges pre-service teachers to make connections between their understanding of content knowledge, which they will be teaching their future students, and activities and instructional practices that can provide the active hands-on/minds-on engagement opportunities that young children need in order to process new information and connect it to their prior knowledge. This workshop-style presentation will offer a variety of strategies for making real the connections among course content knowledge, theory, pedagogy, and actual implementation of practice in the field. Using an early literacy based course, by way of example, the presenters will share a variety of effective strategies for providing pre-service teachers with the types of instructional activities in the classroom that translate to real-life interactions and quality instructional engagement of young children in classrooms. We offer the sage wisdom of Confucius as the underpinning philosophy for our presentation; “I hear and I forget. I see and I remember. I do and I understand.”

Symposium 2
Presentation 5 is an invitation to join the presenter on a journey exploring authentic learning experiences that introduce pre-service teachers to early childhood education. The presenter will share how intentional planning of a Foundations of Early Childhood course creates a learning community environment that fosters positive relationships and rich, meaningful learning experiences that promote the overall growth and development of early childhood teacher candidates. Along this journey, the presenter will model playful pedagogy utilized throughout the semester to engage learners. Additionally, participants will be encouraged to engage in reflective practice and share in a grand conversation about their own instructional design of coursework to engage early childhood teacher candidates in authentic learning experiences to gain a deeper understanding of the significance of the role of an early childhood educator.

The final presentation of the symposium part 2 be a brief description of an ECE program’s block model for the semester prior to student teaching. Preservice teachers take two methods courses and a seminar (focusing on instructional methods, unit planning, differentiation and class management) together and have 180 hours of clinical placement in the same school. They are partnered together for their placement and mentored by the professor of the seminar in collaboration with the cooperating teacher. In addition to sharing the syllabus and assignments from the seminar, the presenter will share the ways this model develops important professional skills (collaboration; providing and learning from peer feedback; self-reflection) in the clinical setting.
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Association:
Name: Association of Teacher Educators
URL:
http://www.ate1.org


Citation:
URL: http://citation.allacademic.com/meta/p1298410_index.html
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HTML Code:

MLA Citation:

Meidl, Christopher., Bromer, Billi., Smith, Jill., Chvala, Terry., Byrne, Laurel. and Ammentorp, Louise. "Impactful Practice: Sharing Practice Amongst Early Childhood Teacher Educators" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, <Not Available>. 2018-08-30 <http://citation.allacademic.com/meta/p1298410_index.html>

APA Citation:

Meidl, C. J., Bromer, B. , Smith, J. , Chvala, T. , Byrne, L. and Ammentorp, L. "Impactful Practice: Sharing Practice Amongst Early Childhood Teacher Educators" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV <Not Available>. 2018-08-30 from http://citation.allacademic.com/meta/p1298410_index.html

Publication Type: Symposium Paper
Abstract: The Early Childhood Education SIG finds the need to share practice that encourages not only preservice educators, but also program faculty to reflect and share practices that are clearly making an impact. In line with the ATE mission explaining, “ATE, as an individual membership organization, promotes quality teacher education through both exemplary clinical practice and research” (ATE, 2003), the Early Childhood Teacher Education SIG believes in providing impactful forms of teaching and learning. As teacher educators there are many influences on how we currently teach. As teacher educators we have a responsibility to share our practice (McGlynn-Stewart, 2012). This symposium allows for teacher educators in the Early Childhood Teacher Education SIG to share with colleagues some of their best practices. Shared practice leads to inquiry, evaluative understanding, acknowledgment, and reflexivity of teaching practice (Rismark, 2011. Various EC SIG members have contributed a “best practice” to share with fellow SIG members and others choosing to attend this session. The symposium is intended to be done in two sessions, where participants will provide examples of impactful practice.
Five presentations include: “The Push and Pull of Early Childhood Teacher Licensure in Ohio,” “Bring a Critical Thinker to Lunch,” “Universal Design for Learning (UDL) and UDL Lesson Planning,” and “Multiple Strategies for Providing Feedback to Pre-service Teachers.” Each presentation explores a concept that influences how and what we as early childhood teacher educators instruct. Intentionally, the platform of this symposium is designed to provide examples and ideas for instructional practice with an atmosphere that allows for general discourse and individual sharing.

Symposium 1
The first presentation describes the sequence of learning designed to prepare and guide preservice teachers through a community-engaged learning process. Emphasis is placed on students learning to unpack their own identity and create an alternative paradigm for the community positioned in a Housing Authority neighborhood. Students reveal their own deficit thinking as a stepping-stone of movement towards asset thinking. Multiple parts of this assignment are revealed along with examples of students reflections.

The second presentation will share an innovative approach to educator preparation for 21stcentury non-traditional learners who may be unable to participate in traditional face-to-face, on campus programs. A fully online educator preparation program that leads to Georgia teacher certification was initiated in January 2016. Using the Canvas Learning Management System as a virtual classroom and many of the resources available online, faculty provide courses that engage not only students but instructors as well. Although it requires substantial effort to create “class community” in the online environment, inclusion of small group work and synchronous instruction for key courses has proven to be effective strategies in encouraging student-to-student and student-to-faculty interaction.

The presentation of symposium centers around the primary goal of education professors providing instruction that challenges pre-service teachers to make connections between their understanding of content knowledge, which they will be teaching their future students, and activities and instructional practices that can provide the active hands-on/minds-on engagement opportunities that young children need in order to process new information and connect it to their prior knowledge. This workshop-style presentation will offer a variety of strategies for making real the connections among course content knowledge, theory, pedagogy, and actual implementation of practice in the field. Using an early literacy based course, by way of example, the presenters will share a variety of effective strategies for providing pre-service teachers with the types of instructional activities in the classroom that translate to real-life interactions and quality instructional engagement of young children in classrooms. We offer the sage wisdom of Confucius as the underpinning philosophy for our presentation; “I hear and I forget. I see and I remember. I do and I understand.”

Symposium 2
Presentation 5 is an invitation to join the presenter on a journey exploring authentic learning experiences that introduce pre-service teachers to early childhood education. The presenter will share how intentional planning of a Foundations of Early Childhood course creates a learning community environment that fosters positive relationships and rich, meaningful learning experiences that promote the overall growth and development of early childhood teacher candidates. Along this journey, the presenter will model playful pedagogy utilized throughout the semester to engage learners. Additionally, participants will be encouraged to engage in reflective practice and share in a grand conversation about their own instructional design of coursework to engage early childhood teacher candidates in authentic learning experiences to gain a deeper understanding of the significance of the role of an early childhood educator.

The final presentation of the symposium part 2 be a brief description of an ECE program’s block model for the semester prior to student teaching. Preservice teachers take two methods courses and a seminar (focusing on instructional methods, unit planning, differentiation and class management) together and have 180 hours of clinical placement in the same school. They are partnered together for their placement and mentored by the professor of the seminar in collaboration with the cooperating teacher. In addition to sharing the syllabus and assignments from the seminar, the presenter will share the ways this model develops important professional skills (collaboration; providing and learning from peer feedback; self-reflection) in the clinical setting.


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