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Record identifier : 569425
Personal Name - Primary Intelectual Responsibility : Chen, Hui-Hua
Title and statement of responsibility : Early childhood education: Perceptions about professional competence among Taiwanese preservice teachers [Thesis]
Publication, Distribution,Etc. : University of South Dakota, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of South Dakota
Summary or Abstract : The purpose of this study was to examine how Taiwanese preservice teachers, who have completed a field experience, perceive their current and desired competency levels as an early childhood educator. The study assessed if there were any differences between preservice teachers' perceptions of their current and desired competence based on their high school major, program level, and experiences with children.By analyzing the differences between preservice teachers' current and desired competencies, this study provides insights into what future teachers perceive as necessary competencies for effective interactions with both parents and children. According to a U.S. Department of Labor report (2007), the need for preschool and kindergarten services has increased over the last decade. The quality of care for children is a major concern for many parents, particularly in today's society in which child care is essential for working parents. Therefore, teachers must be prepared to provide quality education services.The survey was conducted with a convinced sample of 157 junior and senior early childhood education majors of who attended one selected Taiwanese private Institute of Technology during the spring of 2008.Perhaps the most significant finding to emerge from this study was that preservice teachers tended to have a higher desired level of competency than they currently perceive that they have in each of five categories. In this study, these preservice teachers think that they have less than optimal preparation.Interestingly, the results of the data analyses indicated that juniors had higher levels of perceived competence than seniors. This may result from the fact that seniors have experienced field observation and student teaching (practicum) which made them more aware of the real demands of the early childhood profession. Seniors recognize that they need more time to prepare for teaching. Thus, an earlier practicum experience might be helpful to preservice teachers. Smith and Lev-Ari (2005) wrote that the student teaching experience can help students integrate theory and practice, assisting them as future teachers in identifying personal competencies for further development. The need for more practical field experiences has again been conformed in this study..
Topical Name Used as Subject : Early childhood education
Information of biblio record : TL
 
 
 
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