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In recent years there have been significant changes in education
across the globe, largely as a result of changing demographics,
technological developments, and increased globalization. Relatedly,
the changing needs of societies and families, along with new
research findings, provide new directions in early childhood
education. Consequently, early childhood teachers today are faced
with higher and more complex expectations to help ensure that their
students achieve their full potential. Such expectations suggest
that early childhood teachers should be professionals who are able
to draw on a robust knowledge base in making educational decisions.
It follows that teacher education programs should develop and
implement innovative programs that can potentially enhance the
quality of our future teachers. An awareness of pressing issues in
the field of early childhood teacher education led the editors to
develop this volume. The chapters in these two volumes bring
together scholars from across the US and the globe who are
interested in improving the quality of early childhood teacher
education. The chapters present their experiences, perspectives,
and lessons learned as they addressed some of the challenging
issues concerning the education and preparation of future early
childhood teachers. The various issues and perspectives from
different states in the US or countries across the globe provide
insights into current issues and dilemmas facing the field. The
contributions of these scholars should inform the discourse on
early childhood teacher education and help those who work with
preservice teachers improve the quality of their work.
In recent years there have been significant changes in education
across the globe, largely as a result of changing demographics,
technological developments, and increased globalization. Relatedly,
the changing needs of societies and families, along with new
research findings, provide new directions in early childhood
education. Consequently, early childhood teachers today are faced
with higher and more complex expectations to help ensure that their
students achieve their full potential. Such expectations suggest
that early childhood teachers should be professionals who are able
to draw on a robust knowledge base in making educational decisions.
It follows that teacher education programs should develop and
implement innovative programs that can potentially enhance the
quality of our future teachers. An awareness of pressing issues in
the field of early childhood teacher education led the editors to
develop this volume. The chapters in these two volumes bring
together scholars from across the US and the globe who are
interested in improving the quality of early childhood teacher
education. The chapters present their experiences, perspectives,
and lessons learned as they addressed some of the challenging
issues concerning the education and preparation of future early
childhood teachers. The various issues and perspectives from
different states in the US or countries across the globe provide
insights into current issues and dilemmas facing the field. The
contributions of these scholars should inform the discourse on
early childhood teacher education and help those who work with
preservice teachers improve the quality of their work.
In recent years there have been significant changes in education
across the globe, largely as a result of changing demographics,
technological developments, and increased globalization. Relatedly,
the changing needs of societies and families, along with new
research findings, provide new directions in early childhood
education. Consequently, early childhood teachers today are faced
with higher and more complex expectations to help ensure that their
students achieve their full potential. Such expectations suggest
that early childhood teachers should be professionals who are able
to draw on a robust knowledge base in making educational decisions.
It follows that teacher education programs should develop and
implement innovative programs that can potentially enhance the
quality of our future teachers. An awareness of pressing issues in
the field of early childhood teacher education led the editors to
develop this volume. The chapters in these two volumes bring
together scholars from across the US and the globe who are
interested in improving the quality of early childhood teacher
education. The chapters present their experiences, perspectives,
and lessons learned as they addressed some of the challenging
issues concerning the education and preparation of future early
childhood teachers. The various issues and perspectives from
different states in the US or countries across the globe provide
insights into current issues and dilemmas facing the field. The
contributions of these scholars should inform the discourse on
early childhood teacher education and help those who work with
preservice teachers improve the quality of their work.
In recent years there have been significant changes in education
across the globe, largely as a result of changing demographics,
technological developments, and increased globalization. Relatedly,
the changing needs of societies and families, along with new
research findings, provide new directions in early childhood
education. Consequently, early childhood teachers today are faced
with higher and more complex expectations to help ensure that their
students achieve their full potential. Such expectations suggest
that early childhood teachers should be professionals who are able
to draw on a robust knowledge base in making educational decisions.
It follows that teacher education programs should develop and
implement innovative programs that can potentially enhance the
quality of our future teachers. An awareness of pressing issues in
the field of early childhood teacher education led the editors to
develop this volume. The chapters in these two volumes bring
together scholars from across the US and the globe who are
interested in improving the quality of early childhood teacher
education. The chapters present their experiences, perspectives,
and lessons learned as they addressed some of the challenging
issues concerning the education and preparation of future early
childhood teachers. The various issues and perspectives from
different states in the US or countries across the globe provide
insights into current issues and dilemmas facing the field. The
contributions of these scholars should inform the discourse on
early childhood teacher education and help those who work with
preservice teachers improve the quality of their work.
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