Original article | International Journal of Research in Teacher Education 2022, Vol. 13(1) 1-16
Xueer Chen & Yibing Lıu
pp. 1 - 16 | Manu. Number: MANU-2012-30-0001
Published online: March 31, 2022 | Number of Views: 14 | Number of Download: 117
Teacher-student relationships (TSRs) is highly influential in school education and hence teachers' knowledge about TSRs can make a difference in school education. Teacher knowledge is constructed long before teachers enter the career path formally and various teacher education programs exerts influence on it along with teachers’ life experience. This article compares Chinese preservice teachers’ TSRs knowledge before and after a transcultural and reciprocal learning program in teacher education the research participants included 22 preservice teachers from X University in China. It adopts a mixed method combined qualitative (interviews) and quantitative (questionnaire) methods. These participants responded to a same instrument before and after the program. And six interviewees were chosen for further interviews according to the mean changes on the Likert Scale in the questionnaire. Both quantitative and qualitative data were collected for analysis and discussion. Statistically significant differences were found between the means of the pre- and post-test in the three dimensions of the scale. Findings indicate that some knowledge development occurred in the participants beneficial from the program and their TSRs knowledge is a socially constructed product in the past-now-future continuum of personal life experience.
Keywords: teacher-student relationships (TSRs), Chinese preservice teachers, reciprocal learning; teacher knowledge
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Allvin, R.E. (2015). Making connections: The profession. Young Children, 70 (2), 56-59.
Ammentorp, L. & Smith, T.B. (2011). The ConnectFormation model of teacher development: Creating connections and transforming practice. Young Children, 66 (3), 38-46.
Bradbury, A. (2012). ‘I feel absolutely incompetent’: Professionalism, policy and early childhood teachers. Contemporary Issues in Early Childhood, 13(3). doi:http://dx.doi.org/10.2304/ciec.2012.13.3.175 (Accessed on 25 Apr 2020)
Bredekamp, S. (2017). Effective practices in early childhood education: Building a foundation. New Jersey: Pearson Education.
Chan, W. L. (2018). Challenges to the infant care profession: practitioners’ perspectives. Early Child Development and Care, 1-13.
Chu, M. (2014). Developing mentoring and coaching relationships in early care and education: A reflective approach. New Jersey: Pearson Education.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Day, C., Kington, A., Stobart, G. and Sammons, P., (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32 (4), 601-616.
DuFour, R., DuFour, R. & Eaker, R. (2008). Revisiting Professional Learning Communities at Work. New Insights for Improving Schools. Bloomington, IA: Solution Tree (formerly National Educational Service).
Feeney, S. & Freeman N.K. (2018). Ethics and the Early Childhood Educator: Using the NAEYC Code, 3rd edition, National Association for the Education of Young Children, Washington, DC: NAEYC.
Gibson, M., Cumming, T., & Zollo, L. (2017). Re-thinking discourse of teacher professionalism in early childhood education: An Australian perspective. In Contemporary issues and challenge in early childhood education in the Asia-Pacific region (pp. 203-219). Springer, Singapore.
Gracey, J. (2015). The challenge of change. In C. Ritchie (Eds.), Challenge and change for the early years workforce: Working with children from birth to 8, 21-36, Abington, Oxon: Routledge.
Hoyle, E. (2008). Changing conceptions of teaching as a profession: Personal reflections. In Teaching: Professionalization, development and leadership (pp. 285-304). Springer, Dordrecht.
Hughes. P. (2010). Paradigms, methods and knowledge. In G. MacNaughton, I. Siraj-Blatchford, & S.A. Rolf (Eds.), Doing early childhood research: International Perspectives on Theory and Practice (2nd ed., pp. 35-62). Crows Nest, NWS: Allen & Unwin.
Ingersoll, R. M., & Mitchell, E. (2011). The status of teaching as a profession. In J. Ballantine & J. Spade (Eds.), Schools and society: A sociological approach to education (4th ed), 185–189, Los Angeles: Pine Forge Press/Sage Publications.
Koerner, B. D. (2017). Beginning music teacher mentoring: Impact on reflective practice, teaching efficacy, and professional commitment (Doctoral dissertation, University of Colorado at Boulder).
Millei, Z., & Jones, A. (2014). The Australian early childhood curriculum and a cosmopolitan imaginary. International Journal of Early Childhood, 46(1), 63-79.
Ministry of Social and Family Development (2015). Achieving excellence through continuing professional development: A CPD framework for early childhood educators. Singapore: Ministry of Social and Family Development.
Ministry of Social and Family Development (2016), https://www.msf.gov.sg/media-room/Pages/Continuing-Professional-Development-Masterplan.aspx (Accessed on 24 June 2020).
Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre-school and infant teachers. Irish educational studies, 29(2), 167-187.
Oberhuemer, P. (2008) Who is an early years professional? Reflections on policy diversity in Europe, in L. Miller and C. Cable (Eds.) Professionalism in the Early Years, London: Hodder and Stoughton.
O'Connor, D., McGunnigle, C., Treasure, T. & Davie, S. (2015). Educator identities. Emerging issues within personal and professional identities: changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings. Early Child Development and Care. 185(8), 1331-1342, doi: 10.1080/03004430.2014.993626
OECD (2012). Starting Strong III: A quality toolbox for early childhood education and care. Paris, France: Organisation for economic co-operation and development. doi: 10.1787/9789264123564-en
Onchwari, G., & Keengwe, J. (2008). The impact of a mentor-coaching model on teacher professional development. Early Childhood Education Journal, 36(1), 19-24.
O'Rourke, N., Psych, R., & Hatcher, L. (2013). A step-by-step approach to using SAS for factor analysis and structural equation modeling. Sas Institute.
Osgood, J. (2011). Narratives from the nursery: Negotiating professional identities in early childhood. Routledge.
O'Toole, J., & Beckett, D. (2014). Educational research: Creative thinking and doing (2nd ed.). South Melbourne, Victoria: Oxford University Press.
Parkay, F. W. (2013). Becoming a teacher (9th ed.). Singapore: Pearson Education.
Phillips, D., Austin, L.J.E. & Whitebook, M. (2016). The early care and education workforce. The future of children. 26(2), 139-158. doi: 10.1353/foc.2016.0016
Ratner, H. H., Bocknek, E. L., Miller, A. G., Elliott, S. L., & Weathington, B. (2017). Creating communities: a consortium model for early childhood leaders. Teacher Development, 1-20.
Rhodes, H., & Huston, A. (2012). Building the Workforce Our Youngest Children Deserve. Social Policy Report. Volume 26, Number 1. Society for Research in Child Development.
Shpancer, N., Dunlap, B., Melick, K. M., Coxe, K., Kuntzman, D., Sayre, P. S., & Spivey, A. T. (2008). Educators or babysitters? Daycare caregivers reflect on their profession. Child care in practice, 14(4), 401-412.
Shaw, L. (2015). Maintaining a vision during times of change. In C. Ritchie (Eds.), Challenge and change for the early years workforce: Working with children from birth to 8, 45-69, Abington, Oxon: Routledge.
Sims, M. & Waniganayake, M. (2015). The role of staff quality improvement in early childhood. Journal of Education and Training Studies. 3(5), 187-193. doi: doi:10.11114/jets.v3i5.942
Skattebol, J., Adamson, E. and Woodrow, C. (2016), 'Revisioning professionalism from the periphery', Early Years, 36 (2) 116 – 131
Skillsfuture (2016), Skills Framework for Early Childhood Care and Education: A Guide on Occupations and Skills. Skillsfuture Singapore. http://www.skillsfuture.sg/skills-framework/ecce
Straits Times (2017) http://www.straitstimes.com/politics/national-day-rally-2017-more-childcare-places-and-moe-kindergartens-new-institute-for-pre (Accessed on 10 Apr 2020)
Today (2017), https://www.todayonline.com/singapore/experts-wish-pre-schools-higher-teaching-standards (Accessed on 25 Apr 2020)
Tukonic, S., & Harwood, D. (2015). The Glass Ceiling Effect: Mediating Influences on Early Years’ Educators Sense of Professionalism. Journal of the Canadian Association for Young Children, 40 (1), 36-54.
Washington, V., Gadson, B., & Amel, K. L. (2015). The new early childhood professional: A step-by-step guide to overcoming Goliath. Teachers College Press.
Winters, M. (2008). Qualified teachers wanted. The Washington Times. https://www.washingtontimes.com/news/2008/aug/15/qualified-teachers-wanted/ (Accessed on 25 Apr 2020)
March 2022All Articles