國立虎尾科技大學 |

Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed./
作者:	Ricks, Tyla.
面頁冊數:	1 online resource (75 pages)
附註:	Source: Masters Abstracts International, Volume: 81-08.
Contained By:	Masters Abstracts International81-08.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9781392796283

Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed.
Ricks, Tyla.

Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed. - 1 online resource (75 pages)

Source: Masters Abstracts International, Volume: 81-08.

Thesis (M.S.)--East Carolina University, 2019.

Includes bibliographical references

The study assessed the perceived preparedness of early childhood pre-service teachers on early childhood social-emotional competencies and the resources they needed to feel competent. Twenty-eight junior and senior pre-service teachers from the field of Birth through Kindergarten- Teacher Education and the Child Development concentration of Family Community Services from one Human Development and Family Science department in a southeastern university participated in the study. A self-constructed survey using the online platform Qualtrics was utilized to collect data. Frequencies, descriptive statistics, and a one-way ANOVA were conducted to analyze the data. Overall, pre-service teachers perceived they were moderately prepared (3) to very well prepared (5) on the subscales of the survey. When looking at academic rank, juniors scored higher than seniors on all the total subscale scores. The resources that were rated most important amongst the participants were discussions with mental health professionals and experienced teachers. A thematic analysis was used to analyze the open-ended question about resources. The most frequent responses to the open-ended question were workshops, trainings, and professional development. More research on this topic is warranted across diverse early childhood programs. Implications for the field of early childhood care and education and suggestions for future research have been discussed.

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

Mode of access: World Wide Web

ISBN: 9781392796283Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Perceived preparednessIndex Terms--Genre/Form:

554714
Electronic books.

Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed.
LDR:02787ntm a22003617 4500 001 1152837
005 20241216064732.5
006 m o d
007 cr mn ---uuuuu
008 250605s2019 xx obm 000 0 eng d
020 $a 9781392796283
035 $a (MiAaPQ)AAI27629139
035 $a (MiAaPQ)0600vireo1261Ricks
035 $a AAI27629139
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ricks, Tyla. $3 1479929
245 1 0 $a Assessing Pre-service Early Childhood Teachers' Perceived Preparedness on Early Childhood Social-Emotional Competencies and Resources Needed.
264 0 $c 2019
300 $a 1 online resource (75 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: Masters Abstracts International, Volume: 81-08.
502 $a Thesis (M.S.)--East Carolina University, 2019.
504 $a Includes bibliographical references
520 $a The study assessed the perceived preparedness of early childhood pre-service teachers on early childhood social-emotional competencies and the resources they needed to feel competent. Twenty-eight junior and senior pre-service teachers from the field of Birth through Kindergarten- Teacher Education and the Child Development concentration of Family Community Services from one Human Development and Family Science department in a southeastern university participated in the study. A self-constructed survey using the online platform Qualtrics was utilized to collect data. Frequencies, descriptive statistics, and a one-way ANOVA were conducted to analyze the data. Overall, pre-service teachers perceived they were moderately prepared (3) to very well prepared (5) on the subscales of the survey. When looking at academic rank, juniors scored higher than seniors on all the total subscale scores. The resources that were rated most important amongst the participants were discussions with mental health professionals and experienced teachers. A thematic analysis was used to analyze the open-ended question about resources. The most frequent responses to the open-ended question were workshops, trainings, and professional development. More research on this topic is warranted across diverse early childhood programs. Implications for the field of early childhood care and education and suggestions for future research have been 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 Mental health. $3 564038
653 $a Perceived preparedness
653 $a Pre-service teachers
653 $a Social-emotional health
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0347
710 2 $a East Carolina University. $b Child Development & Family Rel. $3 1479930
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 81-08.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27629139 $z click for full text (PQDT)