Section archive - Instruction in Teacher Training

The goals of this study were two-folded: (1) to examine the effectiveness of student-led teacher research as a vehicle for strengthening preservice teachers' preparation to form relationships with the families of infants and toddlers and (2) to enhance preservice teachers' sense of professionalism and commitment to the field of early childhood education. Results suggested that the students experienced both personal and professional growth during the course of this teacher research project. Students reported gaining new insights about parent-provider relationships in infant care, strengthening interpersonal communication skills, and constructing a greater sense of professionalism, advocacy, and allegiance to the early childhood field.

In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools. The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.

This article describes an experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior. These teachers were also more sensitive and more verbally stimulating than teachers from the control group.

The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about the usefulness of these instruments in these contexts are explored.