國立虎尾科技大學 |

A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators./
作者:	Vestal, Amanda Rae.
面頁冊數:	1 online resource (198 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382329710

A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators.
Vestal, Amanda Rae.

A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators. - 1 online resource (198 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2024.

Includes bibliographical references

The quality of inclusion for young children with disabilities in early childhood learning environments has long been attributed to the effectiveness of the teachers within such settings. As the service delivery system has shifted toward more inclusive models, endeavors to improve preparation for inclusion have been marked by efforts to combine the fields of early childhood education and early childhood special education. While the initial development of such programs, commonly referred to as blended, came from the belief that the approach would promote inclusion, it remains unclear how well they actually prepare educators for inclusive practice. Additionally, high variability persists in both inclusive practice and blended preparation, impacting how teachers construct knowledge, a critical component of teacher identity development. This narrative inquiry explored the storied lives of six educators through the contextual theories of teacher identity development and blended preparation identity development. Findings illuminated participants' professional identity has been constructed across time as they: a) gained new theoretical knowledge that informed their belief systems, b) were engaged in eye opening experiences that impacted personal and professional paradigm shifts, and c) as their perception of agency was enhanced by bidirectional social influences. Implications for research and professional practice are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382329710Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Blended preparationIndex Terms--Genre/Form:

554714
Electronic books.

A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators.
LDR:02947ntm a22004097 4500 001 1146526
005 20240812064636.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382329710
035 $a (MiAaPQ)AAI31237069
035 $a AAI31237069
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Vestal, Amanda Rae. $3 1471928
245 1 2 $a A Narrative Inquiry Into the Storied Lives of Birth Through Kindergarten Licensed Early Childhood Educators.
264 0 $c 2024
300 $a 1 online resource (198 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Mickelson, Ann M.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2024.
504 $a Includes bibliographical references
520 $a The quality of inclusion for young children with disabilities in early childhood learning environments has long been attributed to the effectiveness of the teachers within such settings. As the service delivery system has shifted toward more inclusive models, endeavors to improve preparation for inclusion have been marked by efforts to combine the fields of early childhood education and early childhood special education. While the initial development of such programs, commonly referred to as blended, came from the belief that the approach would promote inclusion, it remains unclear how well they actually prepare educators for inclusive practice. Additionally, high variability persists in both inclusive practice and blended preparation, impacting how teachers construct knowledge, a critical component of teacher identity development. This narrative inquiry explored the storied lives of six educators through the contextual theories of teacher identity development and blended preparation identity development. Findings illuminated participants' professional identity has been constructed across time as they: a) gained new theoretical knowledge that informed their belief systems, b) were engaged in eye opening experiences that impacted personal and professional paradigm shifts, and c) as their perception of agency was enhanced by bidirectional social influences. Implications for research and professional practice are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Special education. $3 567627
650 4 $a Teacher education. $3 1148451
650 4 $a Educational evaluation. $3 555501
653 $a Blended preparation
653 $a Early childhood special education
653 $a Teacher identity development
653 $a Birth through Kindergarten
653 $a Early childhood educators
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0529
690 $a 0530
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of North Carolina at Charlotte. $b Special Education. $3 1192330
773 0 $t Dissertations Abstracts International $g 85-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31237069 $z click for full text (PQDT)