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(Re)birthing the Feminine in Academe [[electronic resource] ] : Creating Spaces of Motherhood in Patriarchal Contexts / / edited by Linda Henderson, Alison L. Black, Susanne Garvis
| (Re)birthing the Feminine in Academe [[electronic resource] ] : Creating Spaces of Motherhood in Patriarchal Contexts / / edited by Linda Henderson, Alison L. Black, Susanne Garvis |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 |
| Descrizione fisica | 1 online resource (308 pages) |
| Disciplina | 378.0082 |
| Collana | Palgrave Studies in Gender and Education |
| Soggetto topico |
Gender identity in education
Educational sociology Educational sociology Education and sociology Sociology Culture Gender Social groups Family Gender and Education Sociology of Education Gender Studies Culture and Gender Sociology of Family, Youth and Aging |
| ISBN | 3-030-38211-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | THEME I. Mothering bodies and sensations -- Chapter 1. Breathing room; Agnes Bosanquet, Jayde Cahir, Gail Crimmins, Janet Free, Karina Luzia, Lilia Mantai and Ann Werner -- Chapter 2. Embodied motherly research: Re-birthing sustenance through the common (im)material; Sarah Crinall and Anna Vladimirova -- Chapter 3. Mothering bodies in unloving institutions; Louise Phillips, Helen Johnson, Sarah Misra and Agli Zazros-Orr -- Chapter 4. Creating spaces of feminine possibilities in the academy; Sandy Farquhar and Justine O'Hara-Gregan -- Chapter 5. (Re)claiming our soulful intuitive lives: Initiating wildish energy into the academy through story, dreaming and connecting with Mother Earth; Linda Henderson, Alison L. Black and Prasanna Srinivasan -- Response: Mothering bodies and sensations: The sound of lamentation: Hearing maternal academic subjects; Alison Bartlett -- THEME II. Mothering relations and vulnerabilities -- Chapter 6. The imperceptible beingness of m/otherhood in academia; Anne B. Reinertsen, Bojana Gajic and Louise Thomas -- Chapter 7. Mentoring in the academy between academic mothers; Tina Yngvesson, Susanne Garvis and Donna Pendergast -- Chapter 8. The vulnerability of pregnancy and the motherhood myth; Liisa Uusimäki and Karmen Johansson -- Chapter 9. Becoming-with as becoming-maternal - writing with our children and companion species: A poetic and visual autoethnographic portrayal of mothering assemblages; Alexandra Lasczik, Amy Cutter-Mackenzie-Knowles, Bronte Cutcher, Remy Cutcher, Lily Cutter-Mackenzie and Finley Cutter-Knowles -- Chapter 10. (Re)birthing the academy: Unruly daughters striving for feminist futures; Catherine Manathunga, Barbara Grant, Frances Kelly, Arwen Raddon and Jisun Jung -- Response: Double-time: Motherhood and professorhood; Laurel Richardson. |
| Record Nr. | UNINA-9910410012303321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Arts-Based Research, Resilience and Well-being Across the Lifespan [[electronic resource] /] / edited by Loraine McKay, Georgina Barton, Susanne Garvis, Viviana Sappa
| Arts-Based Research, Resilience and Well-being Across the Lifespan [[electronic resource] /] / edited by Loraine McKay, Georgina Barton, Susanne Garvis, Viviana Sappa |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 |
| Descrizione fisica | 1 online resource (370 pages) |
| Disciplina | 701.15 |
| Soggetto topico |
Developmental psychology
Psychology—Methodology Psychological measurement Educational psychology Education—Psychology Theater Social work Developmental Psychology Psychological Methods/Evaluation Pedagogic Psychology Educational Psychology Applied Theatre Social Work |
| ISBN | 3-030-26053-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research; Georgina Barton, Loraine McKay, Susanne Garvis, Viviana Sappa -- Chapter 2. Early childhood education, arts-based research and resilience; Susanne Garvis -- Chapter 3. How arts-based methods are used to support the resilience and well-being of young people: A review of the literature; Abbey MacDonald, Margaret Baguley, Georgina Barton and Martin Kerby -- Chapter 4. Building resilience through listening to children and young people about their health preferences using arts-based methods; Jane Coad -- Chapter 5. Promoting resilience in youth through participation in an arts-based mindfulness group program; Diana Coholic -- Chapter 6. Engendering hope using photography in arts-based research with children and youth; Sophie Yohani -- Chapter 7. Using arts-based reflection to explore the resilience and well-being of mature-age women in the initial year of preservice teacher education; Loraine McKay and Kathy Gibbs -- Chapter 8. Joint painting for understanding the development of emotional regulation and adjustment between mother and son in expressive arts therapy; Rainbow T. H. Ho and C. C. Wong -- Chapter 9. Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique; Viviana Sappa and Antje Barabsch -- Chapter 10. Overcoming a lived experience of personal impasse by creating a theatrical drama: an example of promoting resilience in adult education; Deli Salini and Marc Durand -- Chapter 11. Clowning training to improve working conditions and increase the well-being of employees; Reinhard Tschiesner and Alessandra Farneti -- Chapter 12. The reflexive practitioner; using arts-based methods and research for professional development; Cecilie Meltzer -- Chapter 13. University teachers’ professional identity work and emotions in the context of an arts-based identity coaching program; Katja Vähäsantanen, Päivi Hökkä and Susanna Paloniemi -- Chapter 14. “Colouring outside the lines”: Employment and resilience for art-makers with disabilities; Tanya Riches, Vivienne Riches and Bruce O’Brien -- Chapter 15. Beating stress, the Swedish way: Time for a ‘fika’; Liisa Uusimaki -- Chapter 16. Using clay in Spiritually Ecological-Existential Art therapy: To “see”, to “listen” and to “understand” by hands; Jaroslava Anna Šicková-Fabrici -- Chapter 17. Picturing childhood connections: How arts-based reflection and representation strengthen preservice early childhood teachers’ understandings about well-being, belonging, and place; Alison L Black -- Chapter 18. Arts based research across the lifespan and its contribution to resilience and well-being; Loraine McKay, Georgina Barton, Viviana Sappa, Susanne Garvis. |
| Record Nr. | UNINA-9910373948803321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Asia-Pacific perspectives on teacher self-efficacy / / edited by Susanne Garvis and Donna Pendergast
| Asia-Pacific perspectives on teacher self-efficacy / / edited by Susanne Garvis and Donna Pendergast |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Rotterdam, Netherlands ; ; Boston, [Massachusetts] ; ; Taipei, [Taiwan] : , : Sense Publishers, , 2016 |
| Descrizione fisica | 1 online resource (XXII, 132 p.) |
| Disciplina | 155.51825 |
| Soggetto topico |
Self-efficacy
Teachers - Asia - Psychology Teachers - Australia - Psychology |
| ISBN | 94-6300-521-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Acknowledgement -- List of Figures -- List of Tables -- Acronyms and Abbreviations -- Introduction -- Preservice Teacher Self-Efficacy Beliefs: An Opportunity to Generate “Good Research” in the Asia-Pacific Region -- The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-Efficacy across Mainstream and Special Needs Schools -- Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms -- Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea -- A Comparative Study of Early Childhood Teacher Self-Efficacy for Arts Education in Australia and Oman -- Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context -- Teacher Self-Efficacy and Junior Secondary: Exploring a Moment of Reform in Queensland Schools -- Teacher Efficacy Research in Mainland China -- About the Contributors. |
| Record Nr. | UNINA-9910255144603321 |
| Rotterdam, Netherlands ; ; Boston, [Massachusetts] ; ; Taipei, [Taiwan] : , : Sense Publishers, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Assessing and evaluating early childhood education systems / / Susanne Garvis, Heidi Harju-Luukkainen and Jonna Kangas, editors
| Assessing and evaluating early childhood education systems / / Susanne Garvis, Heidi Harju-Luukkainen and Jonna Kangas, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] |
| Descrizione fisica | 1 online resource (197 pages) |
| Disciplina | 372.21 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Early childhood education
Educational tests and measurements Educació infantil Avaluació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-99910-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910580140203321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Being "in and out" : providing voice to early career women in academia / / edited by Narelle Lemon and Susanne Garvis
| Being "in and out" : providing voice to early career women in academia / / edited by Narelle Lemon and Susanne Garvis |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Rotterdam, Netherlands : , : Sense Publishers, , 2014 |
| Descrizione fisica | 1 online resource (173 p.) |
| Disciplina | 378.0082 |
| Soggetto topico |
Women in higher education
Women college teachers |
| ISBN | 94-6209-830-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preliminary Material / Narelle Lemon and Susanne Garvis -- Beginning the Conversation Looking In and Looking Out / Narelle Lemon and Susanne Garvis -- Just Keep Following the Heartlines on Your Hand / Georgina Barton -- Are You Old Enough to Be in Academia? You Don’t Have Grey Hair / Susanne Garvis -- Teacher to Academic / Annette Hilton -- Sending Out a Tweet / Narelle Lemon -- Right Back Where We Started From / Tseen Khoo -- Finding Pockets of Agency / Kylie Budge -- Mum (Ph.D.) / Rebecca Miles -- Towards Joy / Mia O’Brien -- Lessons from Lobsters / Rochelle Fogelgarn -- Academic? … I’m Just a Teacher / Sarah-Jane Lord -- Academic Seeking Sustainability / Betina Przybylak -- From Wrestling a Crocodile to Exploring New Billabongs / Kaye Harris -- The 20/20 Project / Christine Healey -- Final Thoughts / Narelle Lemon and Susanne Garvis. |
| Record Nr. | UNINA-9910460193603321 |
| Rotterdam, Netherlands : , : Sense Publishers, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Compassion and Empathy in Educational Contexts / / edited by Georgina Barton, Susanne Garvis
| Compassion and Empathy in Educational Contexts / / edited by Georgina Barton, Susanne Garvis |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
| Descrizione fisica | 1 online resource (300 pages) : illustrations |
| Disciplina | 152.41 |
| Soggetto topico |
Education - Philosophy
Philosophy and social sciences Educational psychology Education - Psychology Emotions Educational Philosophy Philosophy of Education Educational Psychology Emotion |
| ISBN | 3-030-18925-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | SECTION I. Compassion and empathy can be learnt -- Chapter 1. Theorising compassion and empathy in educational contexts: What are compassion and empathy and why are they important?; Georgina Barton -- Chapter 2. Empathy as special form of motor skill that can be trained; Justin H.G. Williams -- Chapter 3. "But it wouldn't be me": Exploring empathy and compassion for self and others through creative processes; Melissa Cain -- SECTION II. The importance of compassion and empathy for children and young people -- Chapter 4. Towards a test driven early childhood education: Alternative practices to testing children; Susanne Garvis, Heidi Harju-Luukkainen and Tina Yngvession -- Chapter 5. Compassion in children's peer cultures; Jaakko Hilppö, Antti Rajala, and Lasse Lipponen -- Chapter 6. Fostering students' psychological well-being amidst the threat of bullying: Emotional intelligence may hold the key; Neha Kulkarni and Sairaj M. Patki -- SECTION III. Compassion and empathy in the curriculum -- Chapter 7. When caring counts: Fostering empathy and compassion through the Arts using animation; Susan Chapman -- Chapter 8. Peace, Conflict and Empathy: Leveraging violent games for global good; Paul Darvasi -- Chapter 9. Exploring how quality children's literature can enhance compassion and empathy in the classroom context; Georgina Barton, Margaret Baguley, Martin Kerby and Abbey Macdonald -- SECTION IV. Compassion and empathy for teachers -- Chapter 10. Understanding teachers' resilience through compassion and empathy in Hong King; Lai Kuen Brenda Lo and Richard G. Bagnall -- Chapter 11. Early Childhood Education: From maternal care to social compassion; Geoff Taggart -- Chapter 12. Understanding Ethics of care; Lisa Uusimaki and Susanne Garvis -- SECTION V. Compassion and empathy in different educational contexts -- Chapter 13. Empathy and the landscape of conflict; Margaret Baguley and Martin Kerby -- Chapter 14. Pedagogies of empathy-building: Canadian and Azorean perspectives on film-viewing in higher education; Amélie Lemieux, Casey Burkholder and Josélia Mafalda. |
| Record Nr. | UNINA-9910349349603321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Embedding STEAM in early childhood education and care / / Caroline Cohrssen, Susanne Garvis, editors
| Embedding STEAM in early childhood education and care / / Caroline Cohrssen, Susanne Garvis, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (302 pages) |
| Disciplina | 372.35044 |
| Soggetto topico |
Science - Study and teaching (Early childhood)
Educació STEM Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-65624-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483347903321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Finnish early childhood education and care : a multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis
| Finnish early childhood education and care : a multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 372.21094897 |
| Collana | Early Childhood Research and Education: an Inter-Theoretical Focus |
| Soggetto topico |
Early childhood education
Educació infantil Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-95512-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Contributors -- Chapter 1: Introduction to Early Childhood Education System's Policies and Practices in Finland -- 1.1 Introduction -- 1.2 Finnish ECE Is Based on International and National Policy Documents -- 1.3 High Quality as the Basis of Finnish ECEC Practices -- 1.4 Description of the Content of this Book -- 1.5 Part I: Multi-theoretical Teacher Training and Professional Approach -- 1.6 Part II: Children and Families around ECEC -- 1.7 Part III: Towards Finnish Pedagogy -- References -- Part I: Multi-theoretical Teacher Training and Professional Approach -- Chapter 2: A Contemporary Dialogue of Finnish Early Childhood Education and Care - Pedagogical Leadership in Early Childhood Education Teachers' Work -- 2.1 Introduction -- 2.2 Overview of Educational Policies and Theoretical Background -- 2.3 Methods -- 2.3.1 Participants -- 2.3.2 Procedure of the Data Collection -- 2.3.3 Analysis of the Data -- 2.4 Findings -- 2.4.1 Social Responsibility for Pedagogically Focused Early Childhood Education -- 2.4.2 Leading Multi-professional Teams Towards Pedagogical Goals -- 2.4.3 Varying Dispositions and Approaches for Teachers to Lead Their Teams -- 2.4.4 Collegial Support for Pedagogical Leadership -- 2.5 Discussion and Implications -- References -- Chapter 3: Critical Compassion in Finnish Early Childhood Educators' Responses to Challenges of Acting Compassionately -- 3.1 Introduction -- 3.2 Compassion in ECEC Settings -- 3.3 Setting and Data -- 3.3.1 Setting -- 3.3.2 Data Collection -- 3.3.3 Data Analysis -- 3.4 Three Ways of Solving Challenges of Acting with Compassion in the Workplace -- 3.4.1 Excerpt 1 -- 3.4.2 Excerpt 2 -- 3.4.3 Excerpt 3 -- 3.5 Discussion -- References -- Chapter 4: Widening Text Worlds in Finnish Early Childhood Education -- 4.1 Multiliteracies and the Finnish Core Curriculum for ECE.
4.2 Toward Multiliteracies and Widening Text Worlds -- 4.3 Conceptual Framing of Multiliteracies and Young Children's Literacy Practices -- 4.4 Promoting Multiliteracies Through Widening Text Worlds -- 4.4.1 Reflecting Dynamic Multiliteracies Through Four Case Examples -- 4.5 Discussion and Conclusions -- 4.6 Recommendations for Early Childhood Education Practices -- References -- Chapter 5: Developing Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC -- 5.1 Introduction -- 5.2 Aim of the Study -- 5.3 Conceptual Underpinnings of the Study -- 5.4 Methodological Framework -- 5.4.1 Data -- 5.5 Results -- 5.6 Discussion -- 5.7 Conclusion -- References -- Chapter 6: Media Education in Finnish Early Childhood Teacher Education: A Curricular Analysis -- 6.1 University-Level ECEC Teacher Education and the National Core Curriculum Guidelines for ECEC in Finland -- 6.2 Media Education as a Part of Professional ECEC -- 6.3 Research Design -- 6.3.1 Data Collection and Analysis -- 6.4 Findings and Discussion -- 6.4.1 Positions of ME and ICT in Curricula -- 6.4.2 Targeted Competencies in ME and ICT Courses -- 6.5 Conclusions -- 6.6 Implications for Teacher Education -- References -- Chapter 7: 'Too Little Attention Is Paid to Children Who Require Specialised Support.': In-Service and Pre-service Teachers' Views on Policy and Practice in Early Childhood Teacher Education in Finland -- 7.1 Introduction -- 7.2 Inclusive ECEC in Finland -- 7.3 Teacher Education Responding to Policy and Practice: Teachers' Competence and Attitudes Towards Diverse Needs and Inclusive Education -- 7.4 Methods -- 7.4.1 Participants -- 7.4.2 Survey -- 7.4.3 Data Analysis -- 7.5 Findings -- 7.5.1 Education on Diverse Needs and Backgrounds -- 7.5.1.1 Encountering Diversity -- 7.5.1.2 Mild Support Needs -- 7.5.2 Aspirations for Knowledge Building. 7.5.2.1 Recognising and Naming Challenges -- 7.5.2.2 Significant Support Needs -- 7.5.3 Expectations About Practicality -- 7.5.3.1 Tools and Materials -- 7.5.3.2 Practicums -- 7.6 Discussion -- 7.6.1 Implications for Policy and Practice in University-Level ECEC Teacher Education -- References -- Part II: Children and Families in ECEC -- Chapter 8: Teachers' Understanding of Children's Right to Participation in Finnish Early Childhood Education and Care -- 8.1 Introduction -- 8.2 Children's Right to Participation - The Finnish ECEC Context -- 8.3 Participation - A Key Aspect of Democracy and Children's Rights -- 8.4 Data -- 8.5 Methods -- 8.6 Results -- 8.6.1 Children's Rights Are Related to Underlying Values and Aspects of Quality -- 8.6.2 Children's Perspectives Are an Essential Educational Goal -- 8.6.3 Children's Rights Are About the Possibility to Be Seen and Heard -- 8.6.4 Participation Requires Responsible and Respectable Teachers -- 8.6.5 Children's Right to Participation Is Related to Aspects of the ECEC-Context -- 8.6.6 Individual Rights in a Welcoming Relational Environment -- 8.6.7 Daily ECEC Life Based More on Children's Perspectives Than Personnel's Needs -- 8.6.8 Change of Perspective Among Staff Regarding Children's Participation -- 8.6.9 Challenging to Have Time to Do All That Is Required of a Teacher -- 8.6.10 Well-Educated and Trained Staff -- 8.7 Conclusions -- References -- Chapter 9: Promoting Participatory Learning and Creative Thinking in Finnish ECEC - A Review of Five Arts Pedagogical Case Studies -- 9.1 Introduction to the Arts Education Policies in Finnish ECEC -- 9.1.1 The Learning Area of 'Diverse Forms of Expression' -- 9.2 Challenges in Implementing the Arts Education -- 9.3 Research Design -- 9.4 Results -- 9.4.1 Participatory Design-Based Learning in the Arts -- 9.4.1.1 Case 1: Bridges of Joy. 9.4.1.2 Case 2: Musical Surface -- 9.4.1.3 Case 3: Circus with Children -- 9.4.2 Creative Group Composing -- 9.4.2.1 Case 4: Group Composing with 5-String Kanteles -- 9.4.2.2 Case 5: Composing Children's Songs -- 9.4.2.3 Summary of the Results -- 9.5 Discussion -- 9.6 Recommendations for Improving the Quality of Arts Pedagogy in ECEC -- References -- Chapter 10: North Sámi Language Nests in Northern Finland: A Case Study of Sámi Early Childhood Education and Care -- 10.1 Introduction -- 10.2 Sámi Language Nests: Language and Values -- 10.3 Methodological Approach and Methods -- 10.3.1 Indigenous Research Approach -- 10.3.2 Setting and Participants -- 10.3.3 Data Collection and Analysis -- 10.4 Results -- 10.4.1 Primary Functions: Sámi Language in Daily Practices -- 10.4.2 Secondary Functions: Learning Sámi Culture -- 10.5 Discussion -- 10.6 Implications and Future Recommendations -- References -- Chapter 11: My Story, Your Story, Our Story: Reciprocal Listening and Participation Through Storycrafting in Early Childhood Education and Care -- 11.1 Introduction -- 11.2 The Storycrafting Method -- 11.2.1 Background and Theoretical Framework of the Method -- 11.2.2 Storycrafting in Practice -- 11.3 Elements of Storycrafting -- 11.3.1 Narrating Freely and Space -- 11.3.2 Promoting Creativity, Imagination, Play and Learning -- 11.3.3 Active and Reciprocal Listening -- 11.3.4 Acknowledging Children -- 11.3.5 Encountering Dialogically -- 11.4 Methods -- 11.4.1 Research Data -- 11.4.2 Data Analysis -- 11.4.3 Ethics -- 11.5 Results -- 11.5.1 The Benefits of the Method for Children -- 11.5.2 The Benefits of the Method for ECEC Teachers and Other ECEC Professionals -- 11.5.3 Summary of the Results -- 11.6 Discussion and Implications: From My Story to Our Story -- References. Chapter 12: Observed Reading Sessions Between 08:00-16:00 Hours in Finnish Early Childhood Education -- 12.1 Introduction -- 12.2 Methods -- 12.2.1 Participants -- 12.2.2 Observation -- 12.2.3 Analysis -- 12.2.4 Ethics -- 12.3 Results -- 12.3.1 Learning Potential (Involvement) in Reading Sessions -- 12.3.2 The Observed Emotions of Children in Reading Sessions -- 12.3.3 The Social Roles of Children in Reading Sessions -- 12.3.4 The Physical Activity of Children in Reading Sessions -- 12.3.5 The Personnel's Roles in Reading Sessions -- 12.3.6 The Quality of Reading for 1-3-Year-Old Children -- 12.3.7 The Quality of Reading for Children with an Immigrant Background -- 12.4 Implications for Practice -- References -- Chapter 13: Early Skills as Predictors for Later Educational Outcome in Mathematics and Science in Finland and Sweden - A Further Analysis on TIMSS 2015 Data -- 13.1 Introduction -- 13.2 Theoretical Frame -- 13.2.1 Socioeconomic Factors Affecting Educational Outcomes -- 13.2.2 Early Skills as Predictors for Educational Outcome -- 13.2.3 Parental Influence -- 13.3 Data -- 13.4 Methods -- 13.5 Results -- 13.6 Conclusions and Recommendations -- References -- Part III: Towards Finnish Pedagogy -- Chapter 14: Creating a Theoretical Framework for Playful Learning and Pedagogy - The Finnish Perspective -- 14.1 Introduction -- 14.2 The Foundations of the Finnish Play and Playful Learning -- 14.3 The Theoretical Foundations of Play in Finnish ECE -- 14.4 Data and Methods -- 14.5 Results - Framing Play and Playful Learning in Finnish ECE -- 14.6 Conclusions - Creating a Framework for Playful Learning and Pedagogy -- References -- Chapter 15: Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC: The Cases of Finland and Slovenia -- 15.1 Introduction. 15.2 ECEC Legislation Framework for Pedagogical Planning in Finland and Slovenia. |
| Record Nr. | UNINA-9910574081403321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
International perspectives on early childhood teacher education in the 21st century / / edited by Wendy Boyd and Susanne Garvis
| International perspectives on early childhood teacher education in the 21st century / / edited by Wendy Boyd and Susanne Garvis |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (274 pages) |
| Disciplina | 371.8211 |
| Soggetto topico |
Teaching and Teacher Education
Early childhood education Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5739-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Introduction -- Contents -- Contributors -- 1 Getting It Right for Early Childhood Teacher Programs in Australia -- Introduction -- Current Policies for Early Childhood Teacher Education -- Research on Early Childhood Teacher Education -- The Structure of Early Childhood Teacher Degrees -- Assessment and Accrediting Authorities -- Professional Experience Within the Early Childhood Teacher Degree -- The Duration of Professional Experience -- The Supervision and Mentoring of Students -- The Structure of the Professional Experience -- The Quality of the Early Childhood Placement -- The Status of Early Childhood Education -- Conclusion: Getting It Right for Early Childhood Teacher Programs -- References -- 2 Early Childhood Teacher Education in Canada: Challenges and Opportunities -- Introduction to the Canadian Context -- The British Columbian Context -- Professional Identity Development -- Learning Within Communities of Practice -- Recent Government Initiatives -- Peer-Mentoring Project -- Project Structure -- Professional Development Within the Community of Practice -- Weekly Meetings -- Peer-Mentoring Model -- Agency -- The Role of the Facilitator -- New Directions -- Conclusion -- References -- 3 Contemporary Early Childhood Education and Care Teacher Training in China -- Introduction -- Present Status of ECEC Teachers' Training and Development -- Current Policies for ECEC Teacher Education -- Identification and Acquisition of ECEC Teacher Qualification -- The Cultivation and Training of ECEC Teachers -- Problems of Early Childhood Education and Care Teacher Training in China -- Measures and Suggestions for Improvement -- Chapter Summary -- References -- 4 Early Childhood Teacher Education in Contemporary Times -- Introduction -- Childhood Education Teacher Education Programmes -- Early Childhood Team -- Team Philosophy.
Student's Role in the Programme -- Age and Developmental Focus -- Program Accreditation -- WSCUC Accreditation -- Australian Children's Education and Care Quality Authority (ACECQA) -- Fiji Higher Education Commission (FHEC) -- Cultural Values -- Teaching Resources -- Policies -- Additional Requirements -- Practical, Clinical or Work Experience -- Advanced Standing -- Period of Candidature -- Course Requirements -- Award of the Degree -- Exit Pathway -- Professionalism -- Common Problems Associated with ECEC -- Staffing (Shortages and Over-Supply) -- Other Issues and Challenges -- Dismantling of Mindset -- Copycat Mentality -- Culture Sensitive Pedagogy -- Moral or Values Education -- Professional Development -- Qualification -- Monitoring and Evaluation -- Conclusion -- References -- 5 The Role of Early Childhood Teachers in Finnish Policy Documents-Training Teachers for the Future? -- Introduction to the Finnish ECEC System -- The Concept of Finnish Early Childhood Education -- ECEC Teacher Training in Finland -- Educating Teachers for the Future? -- Research Question -- Data -- Systematic Content Analysis as Method -- Results -- Knowledge Areas of Future Teachers -- Teachers as Creative and Active Agents -- Teachers' Life-Long Learning, Individual and Organisational Expertise -- Conclusion -- References -- 6 Early Childhood Teacher Education in Germany-Insights into Traditions, Reforms and Current Challenges -- Introduction -- The Beginning of Early Childhood Teacher Education in Germany-Social and Educational Roots -- Vocational Training and Its Criticism -- The Beginning of Academization -- Conclusion and Outlook -- References -- 7 Ireland's Reform Agenda: Transforming the Early Childhood Education and Care Sector into One of the Best in the World -- Introduction -- National Framework of Qualifications. Early Childhood Teacher Mandatory Qualifications -- Early Childhood Education and Care Governance -- Early Childhood Care and Education Scheme Qualification Requirements -- Reform of ECEC Awards -- Teaching Staff and Supervision Requirements -- Teacher Registration -- Transforming the Irish ECEC Sector into One of the Best in the World -- Conclusion -- References -- 8 Current Trends and Challenges for Early Childhood Teacher Education in Japan -- Current Policies in Japanese ECEC -- The System of Japanese ECEC and Teacher Licenses -- Kindergarten Teacher (Yochien-kyoyu) -- Nursery Teacher (Hoikushi) -- Teachers Working in the Integrated Certified Child Center (Hoiku-kyoyu) -- Expectations for ECEC Teachers in Japan -- Teacher Education System in Japan -- Types of Teacher Education Institutions -- Who Can Teach in Early Childhood Teacher Education Programs -- Kindergarten and Nursery Teacher Education Accreditation System -- Research and Policymaking for ECTE in Japan -- Reports by the Central Council for Education and its Subcommittees -- The National Government's Initiatives of ECEC Research on Pedagogy and Teacher Education -- Implications of the Results from the OECD Starting Strong Survey 2018 (The Starting Strong Teaching and Learning International Survey: TALIS) -- Summary and Future Directions -- References -- 9 Early Childhood Teacher Education in New Zealand: Facts, Values, and Uncertainties -- Milestones in the History of Early Childhood Teacher Education in NZ: Values and Tradition -- Current Policies and Practices in Early Childhood Teacher Education in NZ: Quality Assurance and Accountability -- Future Direction of Early Childhood Teacher Education in NZ: Conundrums and Uncertainties -- References -- 10 Early Childhood Teacher Education Programs in the Republic of the Marshall Islands -- Introduction -- National Context. Current Status in ECEC Teacher Education -- Certificate IV in Training and Assessment for Lead Teachers and/or School Mentors -- Diploma in ECEC (DECED) Program -- The Quality Pedagogical Framework (QPF) -- Bachelor of Arts in Elementary Education (BAEE) Courses That Have QPF Components -- Staffing for Early Childhood Teachers -- Teacher Qualifications and Registrations -- Professional Learning -- Summary -- Appendix -- References -- 11 Development of Preschool Teacher's Competences as a Way to Increase the ECE Quality -- Introduction -- Overview on the State of Preschool Education System in Russia -- Overview on the State of Preschool Teacher Training System in Russia -- The National Monitoring of ECE Quality: What Are the Benchmarks for Teachers' Qualification and Process Quality? -- The Focus of the Study of Professional Development Opportunities -- In-Service Training Project -- Reflection as a Key Direction of Changes -- General Outcome of Preschool Education -- Types of Tasks for Professional Reflection Development -- Principles of In-Service Teacher Training -- The Model of the In-Service Teacher Training -- Analysis of the Effectiveness of the Development of Professional Reflection Tools -- Implications -- General Conclusions -- References -- 12 A Competent Workforce. Reflections on Shifts and Transformations in Swedish Early Childhood Teacher Education -- Introduction -- The Origin and Development of Preschool and Preschool Teacher Education -- Labour Market Policy-The 1968 Government Inquiry on Childcare -- Academisation of Preschool Teacher Education 1977 -- The 2001 Reform: "To Lead and to Learn-A Unified Teacher Education for Cooperation and Development" -- The 2011 Reform: "A Sustainable Teacher Education" -- Summary -- Discussion-Professional Competence and Qualification of the ECEC Workforce in Times of Change -- Conclusion. References -- 13 Early Childhood Teacher Education in Turkey: Description, Research and Problems -- Introduction -- A Brief History of Early Childhood Teacher Education in Turkey -- Main Characteristics of Teacher Education Programs in Turkey -- Being Selected as Pre-service Teachers to Education Faculties -- The ECTE Program -- Evaluation of Prospective Early Childhood Educators in Teacher Education Programs -- Working Opportunities and Conditions of ECTE Graduates -- Summary -- References -- 14 Early Childhood Teachers and Teaching in the UK -- Introduction -- A Snapshot of the United Kingdom: The Context -- Current Policies for Early Childhood Education and Care Teacher Education in the United Kingdom -- England -- Northern Ireland -- Scotland -- Wales -- Research on Early Childhood Teacher Education in the UK -- Summary -- References -- 15 Early Childhood Education and Care in Vietnam: From Confucianism to 21st Century Reforms in Curriculum and Training -- Introduction -- Governance of Early Childhood Care and Education in Vietnam -- Early Childhood Education and Care Curriculum Reform -- The Traditional Approach to Early Childhood Education and Care Teacher Education -- Issues in ECECTE's Curriculum -- Issues in ECECTE's Training -- Reforms of Early Childhood Education and Care Teacher Education and Professional Training -- Reforms in ECEC Teacher Education -- Vietnam Qualifications Framework 2016 -- Seven-Year Vision for ECEC in Vietnam 2018-2025 -- New Education Law 2019 -- Reforms in ECEC Teacher' Continuous Professional Development -- Vietnamese Registration for Early Childhood Education and Care Teachers and Settings in the Public System of Education -- Vietnamese ECEC Teacher Registration Process -- Vietnamese ECEC Settings Registration Process -- Vietnamese ECEC Teacher's Workforce Issues -- Conclusion -- References. 16 Early Childhood Education and Care in Zambia: ECE Provision and Teacher Education. |
| Record Nr. | UNINA-9910506399503321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Nordic Families, Children and Early Childhood Education [[electronic resource] /] / edited by Susanne Garvis, Heidi Harju-Luukkainen, Sonja Sheridan, Pia Williams
| Nordic Families, Children and Early Childhood Education [[electronic resource] /] / edited by Susanne Garvis, Heidi Harju-Luukkainen, Sonja Sheridan, Pia Williams |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
| Descrizione fisica | 1 online resource (231 pages) |
| Disciplina | 370.7122 |
| Collana | Studies in Childhood and Youth |
| Soggetto topico |
Childhood
Adolescence Child development Social groups Family Childhood, Adolescence and Society Early Childhood Education Sociology of Family, Youth and Aging |
| ISBN | 3-030-16866-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. An Introduction to the Nordic countries: family, children and early childhood education -- 2. Children's Initiatives in the Finnish Early Childhood Education Context -- 3. Do children learn through play? How do we know? -- 4. Practicing Belonging in Kindergarten: Children's use of Places and Artefacts -- 5. Parental involvement in ECEC in Finland and in Sweden -- 6. Negotiating 'real families' in Swedish preschools -- 7. Instructional Strategies in Early Swedish Immersion in Finland -- 8. Children under the age of three in Norwegian childcare: Searching for Qualities -- 9. Systematic quality work in a Swedish context -- 10. Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model- Towards a Future ECE Paradigm. |
| Record Nr. | UNINA-9910337728503321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
